MOOCs and ubiquitous computing
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MOOCs and
ubiquitous
computing
Summer 2013
1: ubiquitous computingMark Weiser, 1988ff Example: "The Computer
for the Twenty-First Century" (1991)
“The most profound technologies are those that disappear. They weave
themselves into the fabric of everyday life until they are indistinguishable from it.”
“The mobile phone is the primary connection tool for most people in the world. In 2020, while "one laptop per child" and other initiatives to bring networked digital communications to everyone are successful on many levels, the mobile phone—now with significant computing power—is the primary Internet connection and the only one for a majority of the people across the world, providing information in a portable, well-connected form at a relatively low price.”
Beyond the PC
"When we were an agrarian nation, all cars were trucks because that's what you needed on the farms." Cars became more popular as cities rose, and things like power steering and automatic transmission became popular…
"PCs are going to be like trucks," Jobs said. "They are still going to be around." However, he said, only "one out of x people will need them."
http://news.cnet.com/8301-13860_3-20006526-56.html ; image via Wikipedia
Interface changes
Gartner: end of the mouse
Touch screen (iOS) Handhelds (Wii) Nothing (Kinect)
Searchthe
world
Multimedia lives here
Ecosystems
Ecosystems
Ecosystems and decisionsCombining devices,
format, services, and business model
Kindle: Amazon store iPad: iTunes book
section Android: Play
Big mobile changes Laminating
the world digitally
Media consumption
Interface transformation
Media capture
Social connection
Web 2.0, amped
All of Web 2.0, just more so
Microcontent increases Social participation increases
From consumer to user to prosumer
Accelerando!
2: Das MOOC
No, MOOCsNo good categorical name:
…which sometimes indicates the future
Delphi
Horizon Report 2013
Horizon trends, 2013
Time-to-Adoption Horizon: One Year or Less Massively Open Online Courses
Tablet Computing
cMOOC
xMOOC
Two different Webs
Video vs social media
Container vs Weinberger
Automation vs humans
3: Grappling with the future
MOOCs don’t act alone Demographics Great
Recession Hollowing out
of middle class
Globalization Automation World going
online
Complexity of US higher education
Adjunctification
K-12 reform Serials +
monograph crises
MOOCs don’t act alone
Mobile apps Persistent DRM Social media’s triumph Interface transformations Global cyberwar and
surveillance
Possible paths ahead
I: MOOCs exacerbate problems
Star system intensifies Adjunctification increases
(rōnin model, King and Nanfito)
Sticker prices drop, leading to more cuts
F2f for elites
The bubble bursts
http://research.studentclearinghouse.org/files/TermEnrollmentReport-Spring2013.pdf
Phantom learning
Post-tsunami Schools are rare and distant
Information is plentiful and nearby
II: Open world Open content, open access, open source
• Very Web-centric
Good things Global conversations increase, filter bubble pops
More access, more information
Lots of creativity
Not so good things Industries collapse Authorship mysterious Some low quality tech (videoconf.)
Some higher costs More malware + less privacy
Good things on campus Information prices drop Faculty creativity, flexibility grow
IT “ “ “ Academic content unleashed on the world
How does this impact campuses?
Tech challenges Outsourcing and offshoring
PLE beats LMS Crowdsourcing faculty work
Information literacy central
III: MOOC bubble pops
http://www.flickr.com/photos/thales/2782129254/
(or my favorite metaphor)
How it happened
MOOC provider goes bust Media buzz reverses
Elsewhere
Economic growth returns to US (energy, medical, nanotech vs world)
17-22-year-old residential niche revitalized (K-12 failure)
Full-time faculty stabilize (AAUP-ALA strike)
Higher education landscape: Supplemental rather than
transformative tech Logistical instead of
pedagogical tech Academics include tech in
old structures (classes, publication
Bryan Alexanderhttp://bryanalexander.org
Bryan on Twitterhttp://twitter.com/BryanAlexander
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