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The Future Of Education
- 1. The Future of Education: what will open, three-dimensional learning look like? Beth Harris, Ph.D. Director of Digital Learning The Museum of Modern Art Steven Zucker, Ph.D. Dean of Graduate Studies Fashion Institute of Technology/SUNY
- 2. Think our future will require better schools? —you're wrong. The future calls for entirely new kinds of learning environments. Think we will need better teachers? —wrong again. Tomorrow’s learners will need guides who take on fundamentally different roles.
- 3. The pressures on education now
- 4. If you can see lectures for free, why attend a university?
- 5. If you can get high-quality learning material free on the web, do you still buy $200 textbooks?
- 6. If you can publish for free, you can teach someone else
- 7. OER Commons lists 16,226 post-secondary resources
- 8. Curriki—a community of nearly 100,000 educators, learners and experts collectively developing free curricular resources.
- 9. You pick your school, major, professors, and courses But what if you could... ...study with faculty in London, New York, and Shanghai ...learn in a real and/or a virtual world ...learn outside of formal "courses" and still get a degree ...create your own composite major
- 10. What happens when universities no longer have a monopoly on knowledge or its transmission?
- 17. In the last year: 426,135 visits to Smarthistory 993,419 page views 196 countries and territories Smarthistory.org
Notes de l'éditeur
- Introduce us Introduce topic: STEVEN radical change is a foot in higher ed linear, heirarchical disicipine-based teaching will be opened to fluid 3d learning communities that are international and reach well beyond the university.
- BETH Education is beginning a radical shift. Non-linear media - nature of hypertext, new participatory media what was scarce and difficult - knowledge and the means to distribute it -- is now free and simple We will move past one-way education where teachers, who are the masters of content, impart that to the student We need: Non-linear, lifelong education Education must always reflect realities, which is evermore fluid dynamic and unstable
- STEVEN Since the 1970s, colleges and universities have produced far more Ph.Ds than the academy could absorb. This continues. These highly trained professionals have taken jobs in libraries, museums, and other centers of learning beyond the university. Digital technology has created the opportunity for publishing, learning and collaboration anywhere and has empowered these wayward academics. The demographic force of these Ph.D.s coupled with digital technology, is enough to ensure this change. Academia has assured its own creative destruction.
- BETH There is so much high-quality educational material on the internet - from multimedia learning objects written by teachers, to videos of lectures by faculty at Ivy League institutions - but also huge amounts of learning materials developed by people - ordinary people - who happen to be experts at something specific Academic Earth iTunes U MIT Open Courseware Lecture Fox (Yale) Forum Network NY Times Learning Network So if the content is available, why do we still enroll in college? We seek communities of learning and guidence. The question is, can that happen beyond the walls of the academy.
- STEVEN How long will teachers require bound texts? How long will students keep buying them?
- BETH Tools like Wordpress and Blogger allow anyone to publish to the internet. Sites like YouTube and Flickr allow anyone to publish media. Tools like Garageband allow anyone to record, and iMovie, allows everyone to be a director. And as consumers of this media, we can rate it, comment on it, reuse it, and remix it. We are not passive consumers, but active re-creators.
- STEVEN Already, organizations are being created to help curate the huge amount of free and open learning material that exists. What happens when this curation is fine tuned into learning paths like majors but outside the academy?
- BETH And what happens when experts begin to work together across institutional boundaries to support learning?
- STEVEN user reviews - force teachers to become accountable and institutions also If you know what you want to learn, do you find a tutor or take a class? Which is preferable?
- BETH The learning resources created by large, non-academic institutions are aimed at both the serious researcher and the informal learner and are increasing dramatically as ever more of the world's knowledge is digitized and made freely accessible.
- STEVEN If current trends continue, this is the future. And because the implications are enormous, these radical shifts will both threaten and excite and ultimately, after myriad small steps, roadblocks and work arounds, higher education will have built itself an open, 3-dimensional global network.
- BETH We started Smarthistory 5 years ago as an alternative to audioguides in the museum which were then very formal and lecture-based. We posted in our blog. We also embedded the conversations in our online courses - we got very favorable responses from students -
- STEVEN so we created more, and then created a new structure that placed the materials in a chronological structure. All this with just an off-the-shelf Wordpress template. Then, last year, we got a grant from the Kress Foundation to create a new front-end and a more flexible back end for Smarthistory.
- BETH We think education can be entertaining. Based on conversation instead of lecture - iterative development - welcome contributions, corrections
- STEVEN Smarthistory as a model for open educational resources.
- BETH Won a webby for education Partnership with Portland Art Museum PC Magazine picked SH as one of top 100 websites of 2009 Interviewed by Voice of America Interview in CAA News non-Western More museum partnerships, Smithsonian