According to the American Society for Training & Development, 37 percent of training in 2009 involved electronic technology, up from 15 percent in 2002, while face-to-face instruction fell to 59 percent. As the paradigm of education continues to evolve to meet new institutional and business requirements, developing instructional strategies for new virtual education environments is becoming key to improving student results.
Watch below as David E. Fenske, Dean, iSchool at Drexel – College of Information Science and Technology and I discuss Talent Development in a Virtual World – TelePresence, Trust & Learning.
Forrester Consulting conducted in-depth interviews with 15 US-based universities to investigate the coordination of video use across campuses and better understand the use of third-party services within higher education. In this VLOG topic, we cover Forrester’s findings in this commissioned study conducted by Forrester on behalf of Cisco, “Harness The Explosion of Campus Video” (September 2011), and how universities can best take advantage of video for their students and staff across the entire campus.
At a conference on developing sustainable, connected and scalable cities, Cisco hosted an international roundtable using Cisco TelePresence, a high definition, life-sized video meeting solution, with education thought leaders from Amsterdam, Brisbane, Hong Kong, London and Lisbon.
Some participants joined via a Dialogue Cafe. Under the auspices of the United Nations, the Dialogue Cafe Association is building a network of publically available, video-enabled spaces that make it easier for innovators, students, public leaders and businesses to connect and collaborate across geographical, cultural and sometimes political divides.
The fifth Global Education Leaders Program meeting recently convened in Seattle bringing the world’s best school systems face to face with the biggest: Finland and Korea, India and Brazil – alongside nine other systems, national, state and city. On the fault line between best and biggest, two points of stark divergence came through.
First, the case for change: hard to make if you’re topping (PISA), easier if you’re anchored near the bottom. Intriguingly the Finns are asserting a number of reasons why a traditional approach to schooling can’t be sustained. The country’s leading industries, lumber and technology, are weakening. Its place at the head of the education rankings is under threat and academic performance is becoming patchier – signs of that Anglo Saxon gap between top and bottom quartiles starting to spread. Contrast that with Brazil, where no one doubts for a moment that the publicly funded school system must be rapidly transformed, to provide the country with a motor for sustainable growth.
Thirty thousand feet above Iraq, an hour out from Qatar and the Persian Gulf – a good place to look back on this week’s third annual WISE, the World Innovation Summit for Education. It is, bar none, the biggest education conversation on earth. It has the power to convene: the world’s leading educators implored the world’s governments to honor the 2015 Millennium Education goals. In my opinion, although WISE has done significant work in the past few years there is still a lot to be done to create a coherent, systematic approach to education transformation. Qatar and the Region as a whole need that desperately. Arab leaders know they have to create 75M jobs - to sustain growth and meet the aspirations of countless young people. That means building a generation of problem-solvers and entrepreneurs. The precondition is better education.
WISE is pinning its hopes on new and innovative forms of learning – finding them, promoting them and scaling them. Charlie Leadbeater’s brilliant book on learning innovation was unveiled here this week. The Haiti learning initiative, built around inspirational new approaches to education, was launched with the WISE imprimatur. And innovative projects – from Afghan photography to smart-funded academies in America -- were hailed as game changers.