...October 2013 Education Has a New Face A revolution in education caused by the expansion of what is called Massive Open Online Courses, or MOOCs, has brought change to higher education. MOOCs are online courses that are provided by some of the world’s prestigious universities, such as Stanford and Harvard, and that offer high quality learning at no cost. MOOCs classes are available for anyone around the globe with an access to the internet and a smart phone, tablet, or a computer. This phenomenon has spread in the virtual world and found success, and like any new concept, it will have side effects in which will be positive, such as spreading education, and negative, such as posing a threat to other education institutes. Internet revolution is the major cause of the expansion of the MOOCs. Tim Todd, education editor at the Financial Review, stated that “The internet revolution has moved to education as top universities worldwide rush to put free courses online, setting up so-called massive open online courses or MOOCs.” The internet is the median that is facilitating the access to MOOCs by students that are located anywhere on the planet. The barriers of time zone, geographical distant, and financial status have been reduced in the way of education. The way MOOCs are presented and accessed caused thousands of students worldwide to sign up and join the education train. Some of the top universities in the US realized the potential power of online education so they cooperated...
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...Response to Friedman It would seem academia's view of the Massive Open Online Course (MOOC) is split. There are some that would like to believe MOOCs are the next revolution in education. One such person is Thomas Friedman, an author and columnist for the New York Times. Friedman has high expectations of MOOCs and states, "I can see a day soon where you'll create your own college degree by taking the best online courses from the best professors from around the world."1 On the other hand Karen Head, an assistant professor for Georgia Institute of Technology, initially wanted nothing to do with them. She stated, "I wondered how anyone could possibly teach writing in a massive open online course--a question that many of my colleagues are still asking."3 Friedman posits that innovation will come because of demand from the market, parents, students and even the federal government.2 Karen is part of that innovation not only as a professor but as a planner in the program. Her experience in preparing the MOOC for Georgia Tech will certainly challenge Friedman's idea of cheap. Perhaps if Friedman expanded on the idea of initial cost vs. maintenance cost of a MOOC it wouldn't appear cheap in the short term. In this case of start-up costs for a university it would have to be seen as an investment. In the long term gains would be seen, provided their program is a successful one. In the end Friedman holds on to his idea of a revolutionary new way to educate the world. For Karen...
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...Response to Friedman It would seem academia's view of the Massive Open Online Course (MOOC) is split. There are some that would like to believe MOOCs are the next revolution in education. One such person is Thomas Friedman, an author and columnist for the New York Times. Friedman has high expectations of MOOCs and states, "I can see a day soon where you'll create your own college degree by taking the best online courses from the best professors from around the world."1 On the other hand Karen Head, an assistant professor for Georgia Institute of Technology, initially wanted nothing to do with them. She stated, "I wondered how anyone could possibly teach writing in a massive open online course--a question that many of my colleagues are still asking."3 Friedman posits that innovation will come because of demand from the market, parents, students and even the federal government.2 Karen is part of that innovation not only as a professor but as a planner in the program. Her experience in preparing the MOOC for Georgia Tech will certainly challenge Friedman's idea of cheap. Perhaps if Friedman expanded on the idea of initial cost vs. maintenance cost of a MOOC it wouldn't appear cheap in the short term. In this case of start-up costs for a university it would have to be seen as an investment. In the long term gains would be seen, provided their program is a successful one. In the end Friedman holds on to his idea of a revolutionary new way to educate the world...
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...for learning and school. Online education is increasing in demand, classes are giving...
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...with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country.” Abraham Lincoln (1809–1865). Technology in the classroom has changed the appearance of traditional education. The benefits of various educational technologies have enhanced the quality of students’ learning and achievements. Teachers have learned how to integrate a multitude of different technologies into the smart and virtual classrooms. The relationship between students and instructors is more dynamic as the digital natives become more interested in learning with technology. A survey indicated that in late 1996, about 65% of the United States educators had access to the Internet at their school, and 14% had Internet access in their classroom (Heaviside, 1997). In addition, more than 20 million children and teens used the Internet from their homes in 1997 (Jupiter Communications, Inc. 1997). Colleges and universities incorporate a blend of educational systems with online tools, thus helping their students learn from anywhere in the world. Technology supports virtual and online learning, and it has spurred the growth of the Massive Open Online Course (MOOC) phenomena,...
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...http://www.usnews.com/opinion/articles/2013/03/01/the-education-technology-revolution-is-coming The Education-Technology Revolution Is Coming Institutions of learning must learn to incorporate technology or risk being left behind By SIG BEHRENS March 1, 2013 RSS Feed Print Sig Behrens is a president of Blackboard, Inc. Higher education is the next bubble. Facebook will replace classroom instruction. Textbooks will go away, and some colleges will, too. In other words, everything is going to change. Or, at least, that's the talk we in education and technology regularly hear these days. It sounds exciting—and, to some, scary. But it also sounds like what I heard during the dot-com boom of the 1990s when a lot of companies—including Blackboard—began using technology to "disrupt" the education status quo. Since then we've made some important progress, but in many ways the classroom still looks the same as it did 100 years ago. So what's different this time? Is all the talk just hype? Or are we really starting to see the beginnings of major change? [Read the U.S. News Debate: Are Teachers Overpaid?] I believe we are. There are a lot of reasons but one of the biggest is the way that technology has given rise to a new kind of education consumer—the active learner—who is using technology to drive change in ways that we haven't seen before. In the past, change was usually a top-down process, led by campus administrators, district leaders, and other officials. It was often...
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...this company was the first time I wanted to make something that was solving a real-world problem that no one else was solving. I actually believe that’s what companies are for. I think starting a company without trying to solve an existing problem is pretty silly, but when you combine the nature of a for-profit company with a focus on solving a true problem in people’s lives…then you have something powerful that’s worthwhile to make. How has your background in music contributed to your role in Business Development at DecisionDesk? From what I’ve seen, great companies have to build niches to build momentum. For us, the performing arts world has been a fantastic beachhead for us, which has allowed us to spread to other parts of higher education. Our founding team spoke the language of Fine Arts professionals and educators very well and that has been an essential asset. Aside from the market-fit for DecisionDesk, as a musician I believe making albums taught me about end-to-end completion earlier than most people. The concept of ideation and iteration until you have something very big that’s finished was something I was already very familiar with and that experience came from making music. Where did you see the need in the space for DecisionDesk? We saw the need in...
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...California system of higher and secondary education is one of the largest in America. Just the California Community Colleges System (CCC) serving 2, 6 million students representing nearly 25 percent of the nation’s community college student population. California State University (CSU) and University of California (UC) are serving more 700 000 students. Another 360,000 students attend private colleges and universities. Despite these impressive figures, and the constant growth of graduates, the education system does not meet the needs of California's economy. According to the report of meeting California’s Need for College Graduates of Hans Johnson, an associate director of research at the Public Policy Institute of California and Ria Senguptawith, the project manager of the Expanding College Opportunities initiative at Stanford University and a former research associate at PPIC, contributions from Patrick Murphy, “ If current trends persist, California will have one million fewer college graduates than it needs in 2025—only 35 percent of working-age adults will have a college degree in an economy that would otherwise require 41 percent of workers to have”. If legislators and educators leaders don't act quickly, the future will look grim for the state in the years to come. In this situation sufficient education spending is a necessary condition for increasing the number of graduates. Extra money invested in education will allow creating additional classes and...
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...I. INTRODUCTION The present period we live today is termed as digital era and is characterized by technology which increases the speed and breadth of knowledge turnover within the economy and Society. The economic impact of the digital revolution has been tremendous and it has radically changed the way individuals and institutions interact in Business, Education and other Sectors. In Current generation, people are born as digital natives and they are exposed to networked digital technologies and the skills to use those technologies. There is greater interconnectedness, easier and faster communication and unlimited exposure to Information and Knowledge. Universities are urged to act by making strategic investments in technical infrastructure...
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...------------------------------------------------- Top of Form Effects of Technology on Education By Anton Lebedev | Submitted On January 22, 2010 4 1 Education has changed significantly in the last twenty years. One of the main reasons education has undergone so many changes is because of technological development. In 1990, computers and other forms of technology served a minimal role in the classroom. Today, many if not most college students attend class with a laptop. I am writing about some of the biggest advantages technology gave to education. Technology has made research much easier. Before online Encyclopedias, Google Scholar, JSTOR, and other online research tools were available, students were forced to spend numerous hours in the library. With the new tools, students can conduct research faster in the comfort of their homes. With Google and other search engines, students can find relevant information faster and more efficiently. Also, there is no more need for intensive memorization as information is more readily available. New also technology allows for a faster, more efficient, and more interactive classroom experience. With Powerpoint presentations and projectors, there is no need for blackboards and whiteboards. With clickers, students can take quizzes during the classroom. These developments also help improve tutoring services. Online tutoring programs are becoming available. One-on-one in-home tutoring programs are also being aided these developments. Tutors...
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...E-learning 1 E-learning E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1] E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used...
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...that they can be tailored to individual students’ needs, and thus achieve desired learning outcomes for each student better and faster. Consider for example, this quote from the website of the Apollo Group, the parent company of the University of Phoenix: "Based upon the belief that learning is not a one-size-fits-all experience, Apollo Technology developed the technology to deliver data-driven, personalized education tailored to the individual. Apollo Technology’s unique student data system collects and analyzes individual student data, and delivers automatic just-in-time guidance that can significantly improve student outcomes." In 2010, the University of Phoenix announced a new Learning Management System, the Learning Genome Project, that "gets to know each of its 400,000 students personally and adapts to accommodate the idiosyncrasies of their 'learning DNA.'" Similarly, a recent article in The New York Times stated: "Because of technological advances — among them, the greatly improved quality of online delivery platforms, the ability to personalize material … MOOCs [massive open online courses] are likely to be a game changer." These statements...
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...THE FUTURE OF EMPLOYMENT: HOW SUSCEPTIBLE ARE JOBS TO COMPUTERISATION?∗ Carl Benedikt Frey† and Michael A. Osborne‡ September 17, 2013 . Abstract We examine how susceptible jobs are to computerisation. To assess this, we begin by implementing a novel methodology to estimate the probability of computerisation for 702 detailed occupations, using a Gaussian process classifier. Based on these estimates, we examine expected impacts of future computerisation on US labour market outcomes, with the primary objective of analysing the number of jobs at risk and the relationship between an occupation’s probability of computerisation, wages and educational attainment. According to our estimates, about 47 percent of total US employment is at risk. We further provide evidence that wages and educational attainment exhibit a strong negative relationship with an occupation’s probability of computerisation. Keywords: Occupational Choice, Technological Change, Wage Inequality, Employment, Skill Demand JEL Classification: E24, J24, J31, J62, O33. We thank the Oxford University Engineering Sciences Department and the Oxford Martin Programme on the Impacts of Future Technology for hosting the “Machines and Employment” Workshop. We are indebted to Stuart Armstrong, Nick Bostrom, Eris Chinellato, Mark Cummins, Daniel Dewey, David Dorn, Alex Flint, Claudia Goldin, John Muellbauer, Vincent Mueller, Paul Newman, Seán Ó hÉigeartaigh, Anders Sandberg, Murray Shanahan, and Keith ...
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...E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1] E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face...
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...Global Human Capital Trends 2014 Engaging the 21st-century workforce A report by Deloitte Consulting LLP and Bersin by Deloitte Contents Introduction | 2 | 7 Global Human Capital Trends 2014 survey: Top 10 findings Lead and develop Leaders at all levels | 25 | 35 | | 45 55 Corporate learning redefined Performance management is broken The quest for workforce capability Attract and engage Talent acquisition revisited Beyond retention | 75 | | 87 97 | 65 From diversity to inclusion The overwhelmed employee Transform and reinvent The reskilled HR team | 107 | 117 Talent analytics in practice Race to the cloud | 127 The global and local HR function Editors | 145 | 146 | | 137 Acknowledgements Global Human Capital leaders Human Capital country leaders 147 | 148 Global Human Capital Trends 2014: Engaging the 21st-century workforce Introduction Engaging the 21st-century workforce S we begin 2014, global organizations have left the recession in the rear-view mirror and are positioning themselves aggressively for growth. Sluggishness has given way to expansion. Retrenchment has been replaced by investment. The need for caution has been superseded by the need to take action. Yet as the economic recovery takes hold, businesses realize that the workforce today has changed. Skills are scarce, workers have high expectations, and Millennials are now in charge. Enter the 21st-century workforce. The 21st-century workforce is global, highly...
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