Massive Open Online Courses and Beyond: the Revolution to Come | STEM Readings. Saturday, 17 August 2013 10:30By Michael A Peters, Truthout The New York Times dubbed 2012 the year of the MOOCs – massive open online courses. Suddenly the discourse of MOOCs and the future of the university hit the headlines with influential reports using the language of “the revolution to come.” Most of these reports hailed the changes and predicted a transformation of the delivery of teaching and higher education competition from private venture for-profit and not-for-profit partnerships.
Ernst & Young’s Universities of the Future carries the line, “A thousand year old industry on the cusp of profound change.” Source: Ernst & Young, University of the Future. With the driver “digital technologies,” the report mentions MOOCs specifically as transformative of the way education is delivered and accessed and how “value” is created by higher-education providers. MOOCs are a type of marketing.
Embracing Disruptive Innovations: Organizational Challenges. In early August I participated in a strategic planning meeting in the Boston area. I was there in my role as a board member of the Institute for Data Driven Design (ID3), a research and educational nonprofit established to help define the principles, contracts and rules needed to empower individuals to assert greater control over their personal data and digital identities. To implement and enforce these principles, ID3 is developing an open software trust framework platform along with a variety of software tools and algorithms.
ID3 was co-founded by MIT Media Lab Professor Sandy Pentland and by Media Lab Research Scientist John Clippinger. They both participated in the planning meeting, along with senior executives from one of ID3’s industrial partners. The objective of the meeting was to explore potential collaborations between the industrial partner and ID3. At the beginning of the meeting a few of us made brief introductory remarks. A Clear, Compelling Strategy. New Learning Styles | Classroom Tools & School Software | Technology in Education - Innovate My School. Business Model Innovation for Higher Education.
Can universities keep delivering education in the same way that they have been for past few hundred years? The reason this topic is coming up frequently these days is that digital technologies are having an increasing impact on the delivery of education. Consequently, Don Tapscott wonders if the university model of delivering education can still work, while Seth Godin thinks that the increasing availability of information could make universities irrelevant. David Parry believes that the way forward is to ensure that universities protect their social value, not their current revenue models. I’ve been asked to give a short talk on this topic for the upcoming Annual Meeting for the American Association of State Colleges and Universities.
Here it is: AASCU Talk – Tim Kastelle from Tim Kastelle on Vimeo. Here are the key points from the talk: The idea of ‘business models for education’ might not seem right to some people, like academics. About Tim Kastelle. Business Model. The Business Model To extract value from an innovation, a start-up (or any firm for that matter) needs an appropriate business model.
Business models convert new technology to economic value. For some start-ups, familiar business models cannot be applied, so a new model must be devised. Not only is the business model important, in some cases the innovation rests not in the product or service but in the business model itself. In their paper, The Role of the Business Model in Capturing Value from Innovation, Henry Chesbrough and Richard S. Given the complexities of products, markets, and the environment in which the firm operates, very few individuals, if any, fully understand the organization's tasks in their entirety. Role of the Business Model A business model draws on a multitude of business subjects, including economics, entrepreneurship, finance, marketing, operations, and strategy. Business Model vs. Creating value vs. capturing value - the business model focus is on value creation. Innovation and the Value Network.
Today I will tell you why it is so hard for you to get your innovative new idea to spread quickly. Well, one of the reasons, at least. It’s because the economy is so interconnected. This is a bit counterintuitive – after all, I was just telling you how we can use networks to spread ideas. The good side of networks is that they can make it easier for ideas to spread.
The problem with networks is that to get people to actually adopt your new idea, you often have to get them to break links within their existing network, and this can be very difficult. Value networks show up in most of the various business model frameworks. As an illustration, here is a model of the value network for mobile phones, adapted from the book Invisible Engines by Evans, Hagiu & Schmalensee. Apple has chosen to control everything within the circle – in other words, everything! In contrast, look at the position within the value network that Google has taken with Android: Eight UK schools to take part in 'Internet of Things' pilot. Internet Librarian International 2012. To view full information on keynotes and programme Keynotes Professor and Dean's Scholar for New Librarianship, Syracuse University School of Information Studies & Director of the Information Institute of Syracuse USA and author of The Atlas of New Librarianship which won the 2012 ABC-CLIO/Greenwood Award for the Best book in Library Literature Roly Keating is the new Chief Executive of The British Library.
Prior to this, he was the BBC's first ever Director of Archive Content and a former Controller of BBC Two. Under the theme, Re-imagine, Renew, Reboot: Innovating for Success, Internet Librarian International's programme of practical workshops, conference sessions, keynotes, case studies, panels and networking activities shares the latest trends in technology and innovation, and brings you face-to-face with some of the most distinguished practitioners and providers in today's global information space.
Our Sponsors New Venue What our delegates said about Internet Librarian International 2011. Teaching the History of Innovation: A History Institute for Teachers | Foreign Policy Research Institute. Welcoming Remarks Walter A. McDougall, Co-Chair of FPRI’s History Institute and professor of history and international relations at the University of Pennsylvania, noted that while Americans take for granted a frantic pace of change in our material culture, few humanities or social science teachers know much about the process or even the definition of innovation, and few stimulate students to question our faith in “progress.”
Innovation may in our time not only transform international politics and economics to the point where national measures of power and wealth will become passe, but it may indeed fundamentally alter the relationship of the human species to time, space, and our planet. Ideas: A History of Thought Peter Watson of Cambridge University gave the keynote address. There have been three great accelerations of innovation. Intellectual history can also be organized around three big notions: the idea of the soul, the idea of Europe or the West, and the idea of the experiment. The Coming Revolution in Public Education - John Tierney. Why the current wave of reforms, with its heavy emphasis on standardized tests, may actually be harming students Defendants in Atlanta's school cheating scandal turn themselves in. (David Goldman/AP) It's always hard to tell for sure exactly when a revolution starts.
Is it when a few discontented people gather in a room to discuss how the ruling regime might be opposed? Is it when first shots are fired? When a critical mass forms and the opposition acquires sufficient weight to have a chance of prevailing? I'm not an expert on revolutions, but even I can see that a new one is taking shape in American K-12 public education. Critics of the contemporary reform regime argue that these initiatives, though seemingly sensible in their original framing, are motivated by interests other than educational improvement and are causing genuine harm to American students and public schools. It's what history teaches us to expect. What, then, do the critics of the corporate reform agenda propose? Innovating_Pedagogy_report_July_2012.