FutureMeter
Written by Susan Smith Nash on August 14, 2007
By now, everyone is familiar with the attributes of the iPhone, but what about the smartphones – the Blackberry, the Blackjack, the T-Mobile Sidekick, Samsung, and others? With the ability to download, store, and play mp3 files, video files, and...
Written by Susan Smith Nash on July 3, 2007
Tumblelogs live up to the hype. I really could set up content, which included video, text, links, and graphics in less than a minute. I can post content from my phone, and upload embedded video by adding a single google...
Written by Susan Smith Nash on June 24, 2007
Turning Technologies has announced the release of a cluster of products that are likely to change the nature of educational interaction in classroom and online. What is the main complaint about the traditional lecture model -- 300 hundred or more...
Written by Rob Reynolds on March 31, 2006
Here's our take on news that matters for Friday, March 31. Today's theme is me too!, and here are a some links to headlines about technology that is changing the way we live and learn.
- Gaming -- Hive 7 is an promising, AJAX-based virtual environment reminiscent of other 2D sites like Habbo Hotel. Om Malik has this to say about the potential of a Hive 7 environment -- "Web is the ultimate platform, and I think in the end it wins. Hive 7 is just the
first example of the next generation web possibilities."
- Blogging, mediacasting, and online creations -- Kids waiting for college admission news are blogging about their experiences and reaching out to other prospective for up-to-date information. Of course, the information generation in this case may be creating extra layers of misinformation, but they are also finding solace via solidarity.
Written by Rob Reynolds on March 10, 2006
Our current educational models (particularly in the United States) champion pre-packaged outcomes, value arbitrary products over true learning process, and eschew real social networking for false learning communities. What we have here is a failure to embrace the inevitable.
The rise of blogging, social networking, and distributed communication in general are ushering in a new era of interaction and learning evolution. Nearly 1/2 of the world's population is under 25. Current models of education support boundaries and disconnectedness. Online gaming, and the generation that embraces it, promise a revolution without boundaries and a connected future.
Written by Rob Reynolds on March 6, 2006
If you ask me if I can I envision a future in which we eradicate illiteracy by making literacy only one possible path to learning and productivity, I would answer "Yes." More important, I can imagine a future in which the most valuable skills are image recognition and kinesthetic dexterity and quickness (think video games). I can also see a not-too-distant time when the successors to blogs and podcasts are truly interactive communities in which we share voice, video, and objects in real time over 3D, shared online spaces. Reading? Who'll have the time?
Written by Rob Reynolds on January 16, 2006
The advent of the Internet, however, is altering the publishing landscape and providing authors with different alternatives. Independent online presses, print on demand services, and self publishing, e-books, and Amazon.com are opening the way for a new publishing model. In addition, the whole nature of publishing now transcends the idea of print books and encompasses online courses, video, and games. The new "book" is simply a collection of thoughts or ideas that can be translated into multiple formats for a variety of audiences. More importantly, a path is being opened for a new kind of publisher and a new kind of partnership between publishers and authors.
Written by Rob Reynolds on January 9, 2006
Truth be told, the hard part about making predictions the first week in January is that you could find yourself washed out by CES after only a few days have passed. Luckily for me, such was not the case. My bets on Handheld convergence, podcasting and blogging, gaming, and social networking were right in step with the product announcements by the big technology companies. As evidence, let's give a brief recap of the major keynote speeches at the show.
Written by Rob Reynolds on January 2, 2006
Out with the old and in with the... well ... uh... old? As we roll into a new year, it's not hard to point to some dominant technology trends that should exercise some control over the learning landscape in 2006. Interestingly enough, most of these trends are the same ones (with slight variations) that populated last year's landscape. I know it looks boring, but here are the four technology trends I'm picking to drive education over the next 12-18 months. These have all been around for some time but this is the year we will see them integrated more completely into learning technologies and content.
Written by Rob Reynolds on August 22, 2005
There is always a flurry of activity and renewed interest in technology as schools begin to open for a new year. Many of the topics have remained the same over the past thirty years while others, new ones, have appeared alongside new technologies or cultural evolutions. Below is a list of the hot trends at the beginning of this year. Interestingly, I think some of these will have long legs for the coming year and evolve into important topics for students, teachers, administrators, and publishers.
Written by Rob Reynolds on August 15, 2005
Where we are headed next is even more exciting. In the next phase of evolution, we will cease to think of learning as tied to any location or single physical technology like an LMS. In this phase, content itself will be intelligent, distributable virtually anywhere, and interoperable across almost all software and hardware appliance types. Learning will be purely about content and our experiences and memories related to that content, while technology will be more of a hidden set of conduits for those materials, interactions, and memories. Technology will be one of many learning preferences that I can select. I will be able to work on my math or reading skills (with identical content and behavior) alone, with a teacher, with other students, on a phone, on a computer, in my car, on a plane, in my house, or, yes, in a classroom.
Written by Rob Reynolds on August 11, 2005
As an extension of the Free Curriculum Manifesto I posted yesterday, I am announcing the creation of the Free Curriculum Project (that will live at freecurriculum.org). The Free Curriculum Project will have, as its stated mission, the creation and distribution of free course materials covering K-20 and lifelong learning curricula. In order to provide some scope for the Free Curriculum Project (FCP), I am listing here some of the project's timelines, goals, and commitments.
Written by Rob Reynolds on August 10, 2005
Regarding a Free Curriculum, James Farmer says, "Here's my take… in 95% of cases curriculum is artificial, unhelpful and obstructive. Learning has in many contexts become what it is not about, content." I could not agree more with this statement. Learning is not about technology. It is not about institutions and administration. It is not about legislation and it is not about standards or practices. It is ultimately about the accrual of wisdom, about people helping other people grow up and grow out. In that sense, the only hope we have is the "free" curriculum because, as James points out, the rest is about something other than wisdom and content.
Written by Rob Reynolds on August 9, 2005
As I state in my title, I wish the curriculum were free. My personal feeling is that it can be. When it is, I foresee its primary identity is digital, distributed, and highly individualized. It will consist of large collections of learning materials that are mapped to known user needs (from learning objectives to standards) and formatted in packages that can be distributed to multiple learning frameworks. It will be created, revised and recreated by instructors, students, parents, and administrators. It will represent the true learning goals of the community and will evolve efficiently over time.
Written by Rob Reynolds on August 5, 2005
I like the idea of a free curriculum. I believe it is essential for world peace and to create the very best learning resources that can be created by the education community. I am also a pragmatist and understand that it may never happen, at least not in the way Jimmy Wales envisions. On the other hand, in reality the curriculum has always been free. I, as well as all other instructors and administrators, have always been free to create content and share it freely for a free and open curriculum. As the community has not yet chosen to do this, I'm not entirely certain new Web technologies will lead to it happening in the future.
Written by Rob Reynolds on August 4, 2005
Alan Levine posted a notice about
an article over at Learning Circuits Blog today. The post in question has, as its premise, the statement, "schools hate businesses, businesses hate schools." I left a comment there about the article, but would like to explore the importance of business/education partnerships a bit further in this post. My premise, by the way, is that our dreams for educational technology cannot be realized without healthy partnerships and respect between the two communities.
Written by Rob Reynolds on July 5, 2005
What is most interesting to me is how closely the recent plight of Hollywood parallels that of textbook publishers. Just like their tinsel town counterparts, textbook publishers have been struggling to keep up with gross revenue totals from previous years. In an industry once blessed with yearly double-digit growth, companies are now struggling to show even modest single-digit growth and some are hoping that they will just break even.
Written by Rob Reynolds on May 23, 2005
Standards represent more than a list of rules or components. Standards are collaboration and cooperation. Standards are acceptance. Standards are, for all practical purposes, the glue of the development and convergence cycle.
Written by Rob Reynolds on May 18, 2005
I've been talking about convergence for the past two years and my message has remained consistent -- just as languages become more efficient with usage over time, so too does consumer technology always gravitate towards convergence. The rule is simple -- consumers would rather have one gadget that performs multiple tasks than multiple gadgets that each performs a single task.
Written by Rob Reynolds on May 2, 2005
Mobility is a much-talked-about trend in education these days. Wireless installations, laptops, handheld computers, and iPods are the common subjects of pilot studies, articles, and new educational products. The problem is that mobility as technology -- disconnected from content -- remains simply another tool that is only loosely integrated with the core educational mission.
Written by Rob Reynolds on April 14, 2005
This is the second in a multi--part series on the process of developing ontologies in education and why they matter. These articles are a continuation of a series on taxonomies in education also published in XplanaZine (Part 1, Part 2, Part 3, and Part 4). This article talks about "complexity" and how understanding its principles will help us arrive at repositories of information and teaching materials that are intelligent and can anticipate our needs.
Written by Rob Reynolds on April 12, 2005
This is the first in a multi-part series on the process of developing ontologies in education and understanding why they matter. These articles are a continuation of a series on taxonomies in education also publisheded in XplanaZine (
Part 1,
Part 2,
Part 3, and
Part 4). In
the first article, I describe what ontologies are by comparing them to a game I use in my classrooms that helps students learn a foreign language. This article talks about "fluency" and how we can create that within libraries of objects. It's purpose is to lay the groundwork for our discussion on complexity tomorrow by identifying the types of "agents" needed to create fluency or intelligence in an information/language system.
Written by Rob Reynolds on April 11, 2005
This is the first in a multi-part series on the process of developing ontologies in education and understanding why they matter. These articles are a continuation of a series on taxonomies in education also publisheded in XplanaZine (
Part 1,
Part 2,
Part 3, and
Part 4). In this first article, I describe what ontologies are by comparing them to a game I use in my classrooms that helps students learn a foreign language.
Written by Rob Reynolds on April 4, 2005
The Next Big Shift (TNBS), will see large software platforms (distribution channels such as an LMS) become free while specific content packages and content production tools become more valuable. TNBS will begin with LMS platforms but will eventually spread to other software behemoths such as e-books (production, storage, and reading) and learning object repositories.
Written by Rob Reynolds on March 31, 2005
We want to create content once (or have it created for us), have ubiquitous access to it, and be able to distribute it anywhere and on any technology platform without having to do anything ourselves. How far away are we? Click here to read
Part 1,
Part 2, or
Part 3 of this series.
Written by Rob Reynolds on March 30, 2005
Once the proper taxonomies and metadata have been created, and once our LORs bridge the gaps of usability, critical mass, and interoperability, we will be on the cusp of a revolution in education. The technology is available to us now. The blueprints have been drawn. All that remains is getting everyone to jump in and make it happen. Click here to read
Part 1 or
Part 2 of this series.
Written by Rob Reynolds on March 29, 2005
The bottom line is that taxonomies (and the ontologies that link them) will be the backbone for the future of educational technology. The sooner we solve this problem the faster we will have Learning Object Repositories and content tools that start to make a difference. Click here to read
Part 1 of this series.
Written by Rob Reynolds on March 28, 2005
This week we are featuring a series of articles on digital content packaging and distribution in education. What does the landscape look like? How rapidly is the evolution taking place and what are the problems that still need to be solved? Today's article is an introduction to digital content in education and the gaps that still remain before we can become a true digital learning culture.
Written by Rob Reynolds on March 14, 2005
What is the ideal package of digital content that publishers can market and sell to instructors and/or students? What configuration of objects, say, could they put together that would help them build new business, reduce prices paid by students and institutions, as well as encourage existing adopters to use more of their materials? These are the challenging questions of the current market space. Recent reports by publishers and higher education leaders suggest that publishers have yet to provide digital content in formats that prove irresistibly enticing to instructors or their institutions.
Written by Rob Reynolds on March 7, 2005
Whether we're in the living room or the classroom, whether we're talking about EPCs or LMS platforms, the answer is the same -- we want one small device that is plug-and-play, easy-to-use, and is completely unobtrusive. Now that's real integration.
Written by Rob Reynolds on February 27, 2005
The past month has been an interesting one with regards to technology and education. And now that we're on the verge of spring break mania and then just a stone's throw from the end of the spring semester, it's an excellent time to evaluate emerging trends and directions.
Written by Rob Reynolds on February 21, 2005
There are four guiding principles that apply to successful traditional classrooms, online classes, and videogames alike. They are the common-sense underpinnings of good textbooks, activities, classes, and teaching styles. When we ask whether or not we are building good content or teaching materials, we need only ask whether they are participatory, interactive, community-building, and entertaining.
Written by Susan Smith Nash on February 9, 2005
Academic sweatshops can be eliminated, and it can happen in ways that will actually improve efficiency and cost-effectiveness to academic units and educational content / solution providers. The next several years will see a huge change in the way that online course content is housed and administered, and it will also see increasing pressure to provide maximum flexibility in terms of access and delivery modes.
Written by Rob Reynolds on February 7, 2005
We have viewed education as an industry mostly protected from the sweatshop industries. With the growing popularity of for-profit and online education, however, the time may be perfect for education-related sweatshops to bloom. Some would argue that they have already started to take root.
Written by Rob Reynolds on January 31, 2005
The educational publishing industry is moving from a "broadcast" model to one of "narrowcasting." This means that new channels of distribution are opening up and those channels are controlled by end users. For publishers, this means more flexible content and the ability to deal with more diverse technology.
Written by Rob Reynolds on January 24, 2005
Microsoft announced this past week that they will roll out
a new subscription service for Outlook. For me, it was hard to read this announcement and not be reminded of all the hype about subscription services to software during the last part of the dotcom craze. Back then everyone was talking about a near future in which there was very little software actually loaded on our computers. Computers would have a lightweight operating system and be used to backup online content. All of the rest would be done online.
Written by Rob Reynolds on January 17, 2005
This article presents a list of five features or functionality sets that I believe are missing from current LMS offerings. These features are necessary if we're going to put pedagogy back in the driver's seat of online learning.
Written by Rob Reynolds on January 9, 2005
Combining the integration of older technologies with the advent of new learning platforms and ideas will result in new paradigms in education and the opportunity to extend the reach of learning to all age groups and into every socioeconomic layer of the globe.
Written by Rob Reynolds on January 3, 2005
The big questions for publishers this year revolve around how to make a productive transition into digital content and how to sell it to faculty and students. What configuration of objects, say, can they put together that will help build new business as well as encourage existing adopters to use more of their print materials?
Written by Rob Reynolds on December 27, 2004
In education circles, we've long known about the importance of adult learers. But a recent trend of adults moving into areas once reserved for kids reaches beyond education. A growing generation of "adultescents" signifies new opportunities in advertising, entertainment, and employment as well.
Written by Rob Reynolds on December 19, 2004
Teaching online is most effective and efficient when we adopt fundamental content development principles and embrace clear pedagogical models. Beginning with content and pedagogy helps define the technologies we use and creates a context for using them more effectively.
Written by Rob Reynolds on December 5, 2004
Schools and administrators do not have that luxury of buying technology out of personal fancy or in order to compete with others. They must consult with those who have a real vision and understanding of how technology can make a difference in education. They must work to craft a real agenda for technology and learning, and then work with experts to create solutions that match that agenda.
Written by Rob Reynolds on December 4, 2004
As our society becomes increasingly mobile, may people are choosing audio over text as a primary source of information. Can education be far behind in the trend?
Written by Rob Reynolds on November 28, 2004
While we are all "reading the artifacts," as Stephen Downes says, here are a few interesting ones that we shouldn't overlook. They may have a big impact on the way we do educaiton in the future.
Written by Rob Reynolds on November 27, 2004
History, as they say, tends to repeat itself. There is a strong similarity between the ATM vs. IP technologies for voice and data, and the conflict between current LMS platform technology and emerging tools such as blogs and wikis.
Written by Rob Reynolds on October 10, 2004
It's funny to hear people talk about atoms in a world of bits. Everyday, I listen to people talking about DVD discs, flat screen TVs, and cell phones. In reality, these atom-based containers may produce a lot of buzz from...
Written by Rob Reynolds on August 20, 2004
Big, proprietary systems. Names like Microsoft, Oracle, and yes, BlackBoard jump to mind. The advantages of these systems? They were early players in their markets, gained a significant piece of the market share, and helped define the standards (formal or...
Written by Rob Reynolds on August 6, 2004
The new LMS religions will demand more serious soul searching and behavior change. Of course, some will choose to remain in the safe, if expensive fold of tradition (WebCT and BlackBoard), but even those will be forced into new analyses is they are to maintain a modicum of success.
Written by Rob Reynolds on August 4, 2004
Digital Barter Economies One of the most important trends in Internet usage finds people auctioning, file-sharing, and using friend-of-a-friend social networking to build digital barter economies. These social swap nets help like-minded members pool digital resources -- music, movies, games,...
Written by Rob Reynolds on July 15, 2004
Apple announced big profits for the last quarter and its success, once again, was driven by the iPod division. The path for Apple's success, in turn, provides important lessons for online learning....
Written by Rob Reynolds on July 13, 2004
Librarians have the bug. The music and movie industries are trying to make sure everyone gets infected with the bug. With the continued problems of content piracy and bootlegging , industry leaders, artists, and authors are working together to protect...
Written by Rob Reynolds on July 1, 2004
We must also be able to look forward and envision the life-long storage of learning content (personal and professional) and how we will be able to archive, organize, and personalize retrieve that content according to every user's interests and tastes.
Written by Rob Reynolds on June 28, 2004
Anyone who underestimates the attraction of getting a job a making good money, even for students 18-22, is in for a big surprise over the next decade.
Written by Rob Reynolds on June 27, 2004
As publishers move away from traditional textbook sales to digital forms of delivering their content, direct-to-student markets will necessarily develop. In the next five years we will see publishers begin to expand the channels through which they move their content. Rather than have textbooks and quizzes that can only be sold in one format through existing sales channels and to traditional partners, publishers will make efforts to reach students directly.
Written by Rob Reynolds on June 26, 2004
Everyone is aware that Sakai is not really "free" (thus the asterisk in the title ofthis article). But it, like other emerging platforms, has no license cost and the people it takes to run it are already paid for. The bottom line? Many universities will begin migrating to Sakai and its offspring or cousins.
Written by Rob Reynolds on June 9, 2004
What is not axiomatic, however, is that there is any relationship between different types of learning experiences (with or without technology) and complexity. In fact, there is good evidence that a significant percentage of people prefer simple, short, and iterative learning experiences and use them effectively to evolve in their understanding of or ability to use information.
Written by Rob Reynolds on June 5, 2004
With this model of learning -- people pulled to arbitrary geographical encounters with experts at arbitrarily scheduled times -- the traditional university is an unnatural fit, at best, for collaborative learning.
Written by Rob Reynolds on June 4, 2004
Textbooks will have a decreased importance in the curriculum or, at the very least, one that is dramatically changed. E-learning and successful student experience is driven by integrated tools and information (i.e. digital Learning Objects). Textbooks will be less important in their current state as online learning continues to develop.
Written by Rob Reynolds on June 4, 2004
...large LMS platforms will continue losing market or user share to smaller LMS platforms.
Written by Rob Reynolds on June 3, 2004
Learning by doing is nothing new but it has often been an obstacle to the classroom as that environment is better suited to other pedagogical models. Educational gaming is the best available solution for learning by doing.
Written by Rob Reynolds on June 1, 2004
I wonder if traditional institutions are able (like Sony) to take a step back and consider real consumer preferences.
