Red Queens and Increasing Returns in Edutainment

Red Queens and Increasing Returns:

Technologies that have a strong representation among competitors in today’s marketplace are easy to discern as possibilities for increasing returns by staying one step ahead in the field of educational technology.  Thornburg and Arthur provide insight to the notion of Read Queens and Increasing Returns as forces behind competitive edge in educational technology. The topic of competition between DVDs and video-on-demand is an excellent example for analyzing the impact of Increasing returns and Red Queens. 

At Aspire Innovative Learning, we apply these principles to increasing student engagement by creating new learning possibilities for virtual environments, blended social forums, and learning analytics. According to Arthur, “increasing return” suggest that forerunners in technology are more likely to succeed in market competition because they have a greater capacity to meet the need. The decision to rent or purchase a DVD versus digitally via a video-on-demand provider is a good example of new technology emerging to meet social needs by building on current technology advancements.  Chris Anderson, "Tech’s Long Tail,” explains how setting the right price, gaining market share, displacing an established technology, and becoming ubiquitous are the four key stages of any viable technology.  

By imagining how new technologies can increase student engagement by creating new learning possibilities for virtual environments, blended social forums, and learning analytics. According to Thornburg, “Red Queens” emerge when a new technology gains an advantage over their competition by meeting new needs.  McLuhan’s tetrad describes DVDs as an obsolete technology that has been replaced by video-on-demand; technology advances allow for new ways of provide all forms of Edutainment.  We hope to create new technology will obsolete non-interactive on-line learning environments by offering innovative curriculum and instruction.

Reference:

Arthur, W. B. (1996). Increasing returns and the new world of business. Harvard Business Review, 74(4), 100−109. Retrieved from the Business Source Complete database.

Thornburg, D. (2008c). Red Queens, butterflies, and strange attractors: Imperfect lenses into emergent technologies. Lake Barrington, IL: Thornburg Center for Space Exploration.

Licensed under a Creative Commons Attribution 3.0 License.

Second Life

The disruptive power of turning fantasy into reality!

Second Life is considered a disruptive technological force because it provides options to people who want to participate in 3D zones. Our fantasies may be a force behind emerging technologies and new innovations.  Technology visionaries use imagination to change society by bringing new technology into existence. According to Thornburg, both disruptive technologies and science fiction are exciting and creative forces that drive technologies to emerge Technologies are present in the imagination long before they emerge as existing technology. For example, augmented reality is a technology in the world of fantasy that is emerging; the applications of this technology are enumerable. According to, Clayton Christensen, disruptive technologies explain what happens when a new technology comes as a surprise and replaces a current technology.

Second Life provides a place where its people can network, socialize, and share ideas with each other. This idea gives room for technology visionaries to explore the possibilities of developing technology conceived in imagination by generating creative ideas that challenge social norms.  Second Life, is a great example of a disruptive technologies for bringing about technological innovations in the Edutainment industry.  I’ve always wondered what an on-line classroom would be like if it was powered by this type of technology.  Thanks to the makes of Second Life students in our free tutoring program at Aspire Innovative Learning, Inc. will have the opportunity to participate in a 3-D Virtual Classroom.  I’m excited about the possibilities for technologies that have not yet emerged; educational leaders must embrace emerging technologies to overcome the obstacles associated with organizational adoption. 

Second Life, has unique social benefits that I hope have a grate impact on virtual worlds like the on-line classroom.  Educational holodecks are a prefect example of how science fiction has served as a force for emerging technologies.  Science fiction expands the boundaries of imagination by allowing the technology visionary to imagine a totally different world.  This type of thinking allows technology to exist that represents the world, not as it is, but the way we wish it to be.   I am interested in examining obsolete versus emerging on-line learning environments.  The impact of disruptive technologies and science fiction are clear concepts that explain obsolescence, inception, and emerging technology in the field of on-line learning.  Each time I see a new technology in films or read about in books I consider the technology visionary that is working to bring it to existence. 

Resources:

Thornburg, D. D. (2009). Science Fiction. [Video Vodcast]. Baltimore, MD: Laureate Education, Inc.

Elon University/Pew Internet Project. (n.d.). Imagining the Internet: A history and forecast: Forward 150 timeline. Retrieved from: http://www.elon.edu/docs/e-web/predictions/forward150years.pdf

Rymes of History, in Edutainment

      Kevin Kelly’s speech, "The Next 5,000 Days of the Web," predicts three ways that the web will be transformed over the next 5,000 days—embodiment, restructuring, and codependency. The telephone, the television, and the radio are all technologies that have followed the evolutionary path. These technologies are obviously on the evolutionary path because of the multiplicative changes. These are perfect examples of technologies that will continue to develop along an evolutionary path. Yet, there are several aspects of society that influence the changes of the telephone, television, and radio. These changes are better explained through rhymes of history. Together, Moore’s Law and rhymes of history are valuable tools to evaluate obsolete and emerging technologies in the field of Education.

Augmented reality in the future of on-line learning

      Kelly’s concepts of embodiment, restructuring, and codependency on the web are examples of the rhymes of history.  The key principles of evolutionary technologies provide a practical way to measure growth. I believe this tool is a sustainable way to make projections about the future of technology. Yet, it may not be the most and reliable way to predict future trends in technology because of the many influences on technological development and social change. According to Dr. David Thornburg, evolutionary technologies, rhymes of history, disruptive technologies, science fiction, increasing returns, and Red Queens are examples of six forces that drive emerging technologies. Each of these forces provides new ways of thinking about emerging technologies when making decisions about the technologies we adopt and invest in.

     These three trends rekindle (or retrieve) ideas from the past, this video is a great example of the work. kevin kelly_on the next 5,000 days of the web Moore’s Law concerning evolutionary technologies is a very useful learning resource. Moore’s Law can be used to predict the future and the changes that obsolete and bring about new technology. Through this discussion I recognize the many factors that influence the emergence of new technologies and better understand that no one factor is responsible for explaining the popularity of one technology adoption over another. The idea of evolutionary technologies is a way of thinking about the future of existing technologies and the kinds of emerging technologies to anticipate.

Emerging Technologies Tetrad

On-line Classroom:

The on-line classroom is continues to change the face of distance learning.  Mail correspondance  course have been replaced by sending and receiving information with web 2.0 technologies.  On-line learning allows for students to learn much like educations foundation through in-home education.  In the future, I imagine the on-line classroom growing with mobile devices.

Identify an Emerged Technology

Educational Social Networks

     I’m interested in learning more about technologies potential to make the learning process faster and better by allowing students to have learning experiences never before imagined. In the article “Current Trends in Educational Technology,” Thornburg describes the changes in society that impact new technologies. Educational Social Networks are a current technology that has emerged in the last few years based on societies embrace of social networking media.  We can overcome many obstacles in today’s educational system by applying emerging technology to provide innovative instruction that increases the use of emergent technology.  Ning Networks provides free software for educators wishing to create a on-line social network.  Today’s students learn and participate in a global community.  The diverse populations currently using or beginning to use a “new” technological advancement best define emerging technology and emergent technology. The current program is for North American K-12 and Higher-Ed educators hoping to advance on-line facilitation of “learning, best practices, educator-to-educator collaboration, or parental support”.

     By considering advancements in technology we can prepare for and adjust to the changes as they impact varied populations (Thornburg, 2009b).   Likewise, Thornburg explores how new technology is shaping society, as well as any problems associated with that technology. Educational Social Networks, social networks and general, can create problems and challenges associated with on-line security and safety of under age learners.  A systematic approach to increasing the use of specific tools is the best way to facilitate the diffusion of an emergent technology.  Participats in the Ning Networks can apply for sponsorship from Pearson.  Beyond the “Brought to you by Pearson” on the top navigation bar, using the Ning Network through the Pearson member profile will allow you to create a free Educational Social Network. Educational leaders must be able to identify trends in technology advancement and the needs of the students they serve to promote the proper educational technology.

     According to Thornburg, new technologies can be designed, adopted, and used in better ways.  To influence the process of technology moving from emerging to emergent involves trying new things and coping with unfamiliarity. This type of curriculum and instruction exist because society has embraced social networks as a technology tool that facilitates meaningful communication and connections.  Educational leaders must consider the process of embracing new technology when developing a systematic approach that includes investing in new technology.  Educational Social Networks will become even better learning tools as designers create greater access to information and collaboration within a secure and safe environment.  No matter how you define a technology as emergent or emerging it is important that educators consider our role in bringing about the adoption of new technologies. I’m excited about being a member of a community of educators who power their educational social network with Ning; I support the use of Web 2.0 Technologies in the classroom.

References:

Thornburg, D. D. (2009b). When is a technology emergent? Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space Exploration.

Using Ning for Educational Social Networks

http://education.ning.com/main/

Learning in a Digital World

Learning in a Digital World

 

    From my experience in on-line, blended, and face-to-face learning environment, I have an appreciation for the learning process in the digital world.  We can overcome the problems we face in education today by using technology to address academic achievement for the individual student but, we must consider the role of educational technology in the learning process. Technology definitely has a large impact on the way we learn and an even greater impact on the way we demonstrate knowledge.  As a student on an on-line learning environment I have increased my skills for obtaining, organizing, and analyzing information.  

    Many of the tasks related to theses skills are typically assessed within the traditional face-to-face learning environment.  Educators who embrace behavioral perspectives of learning like Pavlov, Thorndike, and Skinner (1920’s to 1950’s) contribute to today’s practice of using criterion-referenced assessment, performance objectives, and mastery learning in online tutorials. On the contrary, the way I demonstrate this understanding in an on-line class involves more unique forms of assessment.  More modern constructivist such as Bruner, Piaget, and Vygotsky (1990’s to 2000’s) are responsible for current use of simulations, collaboration, and meaningful learning environments. As an on-line learner I’m able to demonstrate the knowledge I’ve gained through personal expression within Web 2.0 platforms.  

    My philosophy of learning is rooted in constructivist notions of how the learning process takes place.  As an educator, my goal is to promote curriculum and instruction that is centered on the individual student.  Perspectives of learning suggest that students learn best through mastery (behavioral), guided practice (cognitive), and collaboration (constructivist). The most important factor to the learning process is that the student gains knowledge and skills through meaningful experiences and applications.  There are many learning and instructional theories that align to my personal perspective of education; my perspective is one that defines education based on each life lesson.   Contemporary educational theorist, such as George Siemens and Stephen Downes, suggests Connectivism as a learning theory geared towards the Digital Age (Siemens, 2004).  As educators embrace new ideas of how we learn, educational technology can be designed based on 21st century theory and practice for digital natives (Tapscott,1998). 

References: 

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing.

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

Toffler, A. (1980). The third wave. New York: Bantam.

Siemens, G. (2004). A Learning Theory for the Digital Age. Retrieved from elearnspace.org/Articles/connectivism.htm

New Technologies

         Edutainment (educational entertainment technology) is awesome! 

                 -  I’m quite surprised when I encounter a person who doesn’t agree.

 

          We cannot assume that all people have positive attitudes towards technology.  Keller’s ARCS theory of motivation suggests that motivation is essential to enabling learners to start and continue within learning task by explaining that motivation is based on self-efficacy because learners experience satisfaction through academic successes (Driscoll, 2005). Research-based strategies for teaching and learning suggest considering multifaceted views of intelligence by tailoring individual instruction. Gardner’s multiple intelligences suggest that our diverse of society demands consideration of the different ways people learn (Gardner, 2003). Edutainment considers enjoyment as a motivating factor in learning. Gardner proposed that people not only learn differently, but that their brains are actually different in terms of intelligence and the way they process information (Gardner, 2003). I can recognize the concerns of educators who hesitate to embrace new educational technologies because they are resistance to social change.

         Our failure to employ the benefits of educational technology will not reverse the impact of the digital age on the way people learn and demonstrate understanding. Educational technology can help learners achieve their goals by providing the tools necessary for individualized curriculum and instruction. Advanced learning analytics, blended learning environments, and Web 2.0 capabilities can provide new ways of measuring intelligence. The application of this technology translates to increased creativity in K-12 curriculum, greater collaboration within higher education, and communication within a corporate global economy. Pink explained that we must combine left-brain and right-brain thinking in a society built on information technology (Pink, 2005). The individual student is best served in a learning environment where he/she is given varied opportunities to express intelligence; motivation is increased when students are fully engaged in the learning process. I encourage people to always have an open mind concerning new technology even if they experience resistance or disappointing results.

        Understanding the value of educational technology can help us to overcome fears associated with new technology. Educational technology is very beneficial to designing curriculum and instruction that addresses the multiple ways that students learn. Goleman explains how schools should foster the development of students by considering self-awareness, managing emotions, self-motivation, empathy, and positive relationships (O'Neil,1996).Today’s educational system must prepare critical thinkers who can solve problems in any given circumstances.  Students should be given opportunities to work in a variety of learning situations to build on less-dominant intelligences. Likewise, educators should provide unique assessments that measure intelligence based on more-dominant intelligences.  Edutainment curriculum and instruction motivates students because it reflects a genuine understanding of the role emotional intelligence plays in learning. Edutainment’s emphasis on “entertainment” is ideal for motivating student to use new technology as they participate in a fun learning experience. 

Resources:

 Aspire Innovative Learning, Inc. www.aspireil.org

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education

Gardner, H. (2003, April 21). Multiple intelligences after twenty years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

O'Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman. Educational Leadership, 54(1), 6−11. Retrieved from the Walden Library using the Teacher Reference Center database.

Pink, D. H. (2005, February). Revenge of the right brain. Wired, 13(2). Retrieved from http://www.wired.com/wired/archive/13.02/brain.html