Transport (Dot), the business community and Higher education Institutes (HEIS. The research, analysis and wide consultation broadened the original scope to encompass sectors
Skills & Education an analysis of the skills, educational attainment and education resources Knowledge and Innovation research and development investment and activity, collaborations and
inter-linkages between HEIS and firms, between firms and customers Economic Infrastructures Access and Connectivity
and training needs at local and regional levels, and to engage proactively with firms and the enterprise
employment that would in turn inform the type of training and/or reskilling required Much of this has been addressed by a recent Expert Group on Future Skills Needs (EGFSN
Many of the regional stakeholders view HEIS as the primary source of innovation, although international research shows that it is one source only (and not a primary source) 20.
often focused on the †disadvantage†of not having †in-region†universities, and/or research
In relation to the role of HEIS, stakeholders highlighted the real challenges for SMES to access and absorb the †appropriate†Intellectual Property.
Education Provision of Consultancy Services Financing & Commercialisation Institutional Supports & Regulation FORFÃ S REGIONAL COMPETITIVENESS AGENDAS:
dissemination of learnings and replication of successful initiatives to other regions These initiatives bring together a range of stakeholders, for a variety of reasons, for example
country in terms of Higher education Research and development (HERD ï§There are many initiatives underway within the region to stimulate innovation, and given
technologies and research from HEIS, at a basic level such as ï¿Renaming Technology Transfer Offices, to something
Restructuring HEI research websites so that they are more easily searchable in terms of technologies and their applicability †as opposed to by Research Institute/Centre
Providing a directory of providers (HEIS and Agencies) together with a simple †road -map†outlining supports available, contact points, depending on stage of innovative
ï§Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme, the current
environment could provide opportunity to take a proactive, regionally based and creative approach in the short term.
HEIS to consider work placement where students would take up opportunities in a flexible and cost effective way42
Tralee Institute) in other institutes/colleges in County Cork, harnessing the commitment of an industry champion
42 The IBEC coordinated Export Orientation Programme (EOP) Graduate Placement Programme indicates the potential in collaborative approaches between industry and the enterprise agencies in this area
and Education 44 Dell plans to retain approximately 1, 200 people in employment in Limerick
ï§In terms of the total level of SFI funding (committed to June 2008), the University of
potential for improving HEI-industry cooperation to increase innovation in the region However, overall, and given its strong infrastructures,
for ongoing and proactive communications with the HEIS (in terms of innovation 45 This work has contributed to the deliberations of the Midwest Task force appointed by the Tá
ï§The absence of a university within the region has been cited by regional stakeholders as a significant deficit and a formal application by WIT for upgrade to university status is
currently with government ï§The region has benefited from a strong international brands through the promotion of
ï§The small portion of the total R&d spend in the higher education sector (HERD underlines the importance of establishing linkages
HEIS and research institutes beyond the region (nationally and internationally Significant developments such as the awarding of an SFI Strategic Research Cluster to
Education, Enterprise and Employment. Its website presents a comprehensive overview of the range of supports available, enables on-line requests for meetings with relevant agencies
including housing industry, education, healthcare, retail and leisure facilities. Initiatives include the introduction and use of smart metering, identifying and
Education institutions, Primary and Post-Primary Teaching, Research Organisations Entrepreneurs, Industry Representatives (indigenous and multinational), Local government
a week of intensive advice, inspiration and training to stimulate entrepreneurship and business growth, that includes a variety of events that are coordinated
second academic year, the programme targets second and third level students and aims to foster the entrepreneurs of tomorrow
The programme has seen over 300 students submit business plans which are shortlisted to allow 15 finalists to pitch their business plans to the judging panel.
The Department for Employment and Learning in Northern ireland, sought to drive the implementation of their Skills Strategy through six regionally based employer-led Workforce
public and private sector training providers. The WDF were complemented by Sector Skills Councils who provided sector specific expertise at a NI level (sector specific skills studies are
A report commissioned by the Department of Employment and Learning undertook a review of the WDF and outlines a clear mandate and recommendations to increase the effectiveness of
+whose education has ceased, by Region †2002 & 2006 2002 2006 Below Leaving Cert Leaving
Higher education Research & Development 2006 Border 3. 9 0. 8 Dublin 41.8 50.0 Mideast 4. 7 4. 1
50 Early school leavers are defined as persons aged 18 to 24 whose highest level of education attained is
lower secondary or below and have not received education (either formal or non formal) in the four
s, Higher education R&d Survey, 2006 Figure A3. 3: Total SFI Commitment by Research Body to 30/06/08
and Education 27ï Infrastructures 28ï Priority Actions 32ï Development of the Gateway 32ï Agency Collaboration 32ï
Skills & Education an analysis of the skills, educational attainment and education resources Innovation research and development investment and activity, collaborations and inter
-linkages between HEIS and firms, between firms and customers Economic Infrastructures transport and broadband infrastructures †recent investments and ongoing
Skills and Education Economic Infrastructures Enterprise Dynamic Factors of Competitiveness FORFÃ S REGIONAL COMPETITIVENESS AGENDA:
The higher education institutes in the region have also adopted a proactive approach with industry in terms of applied research, while incubation
Educational attainment to leaving certificate and third level has increased but the region continues to exhibit a relatively high level of early school leaving (below leaving cert) and
The region benefits from a number of third level education providers including two Institutes of Technology (Iots) at Waterford and Carlow, Tipperary Institute & Carlow College.
IT Carlow has outreach facilities at its Wexford Campus and also delivers courses off-campus at
St Kieran's College Kilkenny. NUI Maynooth also operates an outreach campus at St Kieran's
College in Kilkenny8 The Iots have been proactive in terms of building relationships with industry, encompassing tailored delivery and development of courses, research collaborations and lifelong learning
The Southeast accounts for a very small portion of the total R&d spend in the higher
education sector (HERD)( under 2%in 2006. This underlines the importance of establishing linkages and networks with relevant HEIS and research institutes beyond the region
Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT the first of the Iots to establish such a cluster) represent a key step in enhancing research
8 The absence of a university within the region has been cited as a key regional deficit and a formal
application by WIT for upgrade to university status is currently with government FORFÃ S REGIONAL COMPETITIVENESS AGENDA:
amongst firms and between firms and knowledge providers (HEIS, research institutes etc become critical Core competencies within the Southeast in engineering, food production, and more recently
development to ensure a steady supply of appropriately skilled graduates The region has built also a strong cohort of relatively large contact centre operations
Foreign language skills will become increasingly important. However, the limited demand for language skills by the existing cohort of companies can result in reduced retention of
graduates with such skills and perhaps reduced interest in acquiring language skills. A focus on innovative ways to promote language training
and reinforce existing education initiatives within the region may enhance language capabilities in the region.
attractive to overseas students and immigrants is also important IFS activities in the Southeast are predominantly back office in nature.
initiatives between industry and the education sector within the region and with partners outside of the region
it changes the way services are delivered e g. remote learning or healthcare and diagnostics simulation (training), virtual reality (architecture and design;
it provides opportunities for new converged products and customised digital content (e g. ipod, blackberry); and it
developed strong education and research programmes in software development. In IT Carlow undergraduate courses are focused on software
development, games development and IT systems management. Its applications software and networks research programme (Gamecore) is one
Ireland and the US for students pursuing the BSC (Hons) in Software Development at the Institute
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and
With 160 active staff and students, the TSSG is a significant pool of specialist expertise within
in terms of undergraduate and postgraduate course development. The limited scope for industry collaborative research within the region will require a continued outward focus by
the HEIS on developing links beyond the region The TSSG€ s deepening expertise in the area of future internet infrastructure and services and
Lifesciences related research and education and have been proactive in establishing relationships with companies within the region.
strategic interregional linkages-through wider industry networks, HEI-industry research partnerships and through labour market dynamics
The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant personnel as well as ensuring that
mainstream undergraduate programmes evolve to meet the needs of the sector 22 Forfã¡s (2009) Health Life sciences in Ireland-An Enterprise Outlook
Institute and Carlow College; however, competitive pressures have seen a less than cohesive approach to third level provision
education institutes can work together to ensure that all the elements are in place and working in a complementary and interactive way.
Ease of access to business management development, mentoring support and training ï¿Ease of access to harness the capabilities of HEIS
and support to invest in infirm innovation Spirit of Enterprise Forum The Spirit of Enterprise Forum is integrated an, interactive group of all interested parties
goals with and between the Regional Authority, Enterprise Support Agencies, Higher education Institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs
a week of intensive advice, inspiration and training to stimulate entrepreneurship and business growth, that includes a variety of events that are coordinated throughout the Southeast region
Facilitated networking, introductions and access to shared learning opportunities (e g through business networks, workshops, seminars
collaboration between four HEIS in the Southeast (IT Carlow, WIT, NUI Maynooth (Kilkenny Campus) and
Education Provision of Consultancy Services Financing & Commercialisation Institutional Supports & Regulation FORFÃ S REGIONAL COMPETITIVENESS AGENDA:
between the elements and engagement by firms, Higher education institutions, Government Departments and Development Agencies. Regions do not
establishing the †right†fiscal, IP and regulatory environment, to supporting education and training, to providing funding for R&d initiatives
and through to facilitating networks and †on-the-ground†introductions and ease of access to technologies
technologies developed by others (such as HEIS), or by their understanding of the benefits of collaboration with others in a way that realises the value of complementary capabilities
Skills and Education As in the rest of the economy, the Southeast is facing a major skills deployment issue over
Low levels of educational attainment, both at leaving certificate and graduate level compared to other regions
be the educational system, training providers such as FÃ S and the enterprise support agencies, and other interested stakeholders
main) require high levels of education, such as construction and retail trade, and in agriculture and low-skilled manufacturing in earlier decades.
In the immediate term, those who have left education without completing the leaving certificate or a primary third level qualification need to be skilled to a minimum standard
Those still in education should be encouraged strongly to obtain minimum level qualifications before entering the
and in adjacent regions) in producing graduates with enterprise focused skills, oriented towards sectors which are growing
Alongside the need to produce industry oriented graduates will be the requirement to retrain workers whose skill sets are less in demand.
The forum is made up of representatives from business, higher education and local government and it seeks to facilitate the supply of appropriately skilled labour to local
Training college of Ireland, cabin crew training, and light aircraft maintenance. Albeit from a low base, the airport has achieved a fourfold increase in passenger numbers between 2003
Ongoing and structured communications between the enterprise agencies and the HEIS in terms of innovation, technology transfer, skills needs etc) is required †focused on a
HEIS and firms, by promoting awareness of existing initiatives, such as: the Industry Led Research Platform programme, Competence Centres Initiative, etc
HEIS ï¿Promote interaction between indigenous SMES and MNCS in the region-for example include relevant indigenous companies as demonstration sites on inward investment
Consider how best to enable companies to access technologies and research from HEIS for example ï¿
HEIS and research institutes to provide information on their websites from the perspective of the end-user (including industry interests in research) so that
A continued focus on aligning education provision with industry needs in the region is required †through collaborative actions (enterprise agencies, industry & HEIS), course
development etc ï¿Develop a specific collaborative regional initiative on upskilling and reskilling considering innovative delivery/access)- focusing on people in the labour force with
such as infrastructures, education and regulatory environment The agencies work together to market and promote Ireland internationally as a †good place to
Provide supports for training and management development ï¿Facilitate companies to participate in trade missions across the world,
and facilitate linkages with HEIS (through Innovation, Industry-Led Research Platform and Business Networks programmes, and
Building links between international businesses and third level education, academic and research centres to ensure the necessary skills and research and development
Supports include advice, mentoring & grants or financial supports for training and growth (as a guideline, the CEBS deal with client companies that employ less than 10 people
FÃ S is the National Training and Employment Authority and provides training courses apprenticeship programmes and re-skilling/supports.
offices in the Southeast Region and two Regional Training Centres (located in Waterford and Wexford
Thirdly, it builds human resource capability in the industry, investing in training provision and standards across the publicly supported educational system, through a training network of
outreach centres and also via an executive and management development programmes for the tourism industry
Skillnets provides industry specific training programmes to employees of networks of firms based on their defined needs.
They primarily facilitate an enterprise-led approach to training and development and also aim to address the lack of investment in Human Resource
Development by business by tackling some of the real and perceived barriers to training Skillnets is funded under the National Training Fund through the Department of Enterprise
Trade and Employment FORFÃ S REGIONAL COMPETITIVENESS AGENDA: REALISING POTENTIAL: SOUTHEAST 43 Appendix 2 IDA Business & Technological Parks
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2015,6 (2), 113-125 113 Fueling a Third Paradigm of Education: The Pedagogical
Implications of Digital, Social and Mobile Media John V. Pavlik Rutgers University, United states Abstract Emerging technologies are fueling a third paradigm of education.
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process
This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and learning
outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning
in the 21 st century. This emerging paradigm includes changes in at least five key teaching and
learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning
outcomes. Recommendations for implementing new teaching and learning techniques are offered Keywords: Digital technologies; Social media; Networked society;
Mobile media Introduction Innovative uses of emerging technologies are enabling a fundamental transformation of the
teaching and learning process. Fueling this transformation is the confluence of technological developments, the seeds of which were planted more than three decades ago.
the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning
In the early 1980s the author was working on his doctoral dissertation at the University of
Minnesota. He spent many hours in a basement office at what was called a â€oedumb†terminal
financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics just words on an amber screen.
predecessor to today†s Massive open online courses, or MOOCS) could interact and play the games collaboratively or competitively (Wikipedia, 2013b.
And coming soon was something called a smart terminal, or networked personal computer (PC)( Kline, 1980).
would bring dramatic consequences to education. As David J. Helfand (2013) suggests, these developments laid the foundation for a third educational paradigm of engaged learning taking
shape three decades later In the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas
wrote software for journalism and communication education. These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student
writing and providing instantaneous user feedback in online media simulations. Wayne Danielson of the University of Texas applied artificial intelligence (AI) to create an early tool for generating
computer-written haikus. Others such as William Oates of the University of Florida designed and taught online courses and hybrid offerings of online and face-to-face courses.
In early the 2000s educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global
online learning experiment and precursor to today†s MOOCS Disruptive Innovation in Higher education Yet, none of these early digital innovations was fundamentally transformative or paradigm shifting
As Clayton M. Christensen of Harvard notes, there are two main types of innovations: sustaining and disruptive (Christensen, 2013;
Bower & Christensen, 1995. Early experiments with digital teaching tools offered strategies and techniques to improve education,
to make it more efficient and user customized. But they did not disrupt the essential nature of education.
These innovations improved the educational process and gave relative advantage to early adopters. But they did not transform the entire educational marketplace or increase its overall value
Broadly speaking, technology exerts at least four main influences on education:(1) it transforms the methods of teaching and learning;(
2) it reshapes the content of what is taught and learned 3) it transforms educational institutions, structures and costs;
and (4) it redefines the relationships between and among students, teachers and educational institutions. Early digital
developments had an evolutionary influence on one, two or three of these areas, but paradigm
shift requires change in all four. As Thomas Kuhn noted in his seminal work, paradigm shift
involves changing the basic assumptions that underlie an entire discipline (1962 115 In this context, the first paradigm of education existed for thousands of years and operated in an
age of pre-media technology. It was a form of one-to-one tutoring or mentoring.
highly effective from a learning perspective, but it is very expensive, typically requiring one-on-one instruction.
media technology, great teachers mentored their pupils using primarily oral communication The second paradigm of education emerged with the advent of analog media technology
especially the printed book in the middle Ages. It is a model of learning based on one-to-many
communication. Put in its simplest terms, it†s a broadcasting model of education. A teacher lectures to a group of students assembled in a classroom.
Students read printed materials typically outside of class time and complete assignments to facilitate and test their comprehension
of course materials. This model is generally less effective than direct mentorship because it suffers from a lack or limited amount of customization and direct feedback.
It is relatively cost efficient for mass learning of facts, methods and principles, and was suited particularly well for the
immediate Industrial Age where information workers were prized In 2014 education is at the dawn of a third paradigm of education.
It is defined by interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand
master of knowledge. Instead, she or he is a mentor and guide, and students engage in a shared
process of knowledge exploration and discovery. This paradigm represents the decline of hierarchy in learning.
It portends the end of courses. Learning becomes fluid and boundary spanning and interconnected. It is built on crowdsourcing.
Learning is a process of mutual exploration and discovery between and among students and the person formerly known as the
instructor, adapting Jay Rosen†s apt description of the rise of the citizen journalist in the digital age
2012). ) Reigeluth and Karnopp (2013) have described the essential nature of this paradigm and its implications for schools
Figure 1. Three Educational Paradigms Paradigm Direction Interactivity Media Constraints Outco mes Tutoring One to one High Oral (face to
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are especially
well designed for that. Their value is particularly high when learning analytics and artificial intelligence are used effectively to optimize
and customize student engagement and learning in real time (Fournier, 2011. Interactive, on-demand multimedia resources such as the Khan
Academy enable students to learn the basics of any discipline asynchronously (Khan academy 2013). ) But they are limited severely in terms of giving the individual student direct, interactive
access to the human course instructor. As A j. Jacobs, editor at large for Esquire magazine, noted
after completing three MOOCS: â€oewhen it comes to Massive open online courses, like those offered by Coursera, Udacity and edx,
you can forget about the Socratic method. The professor is in most cases, out of students†reach, only slightly more accessible than the pope or Thomas
Pynchon. Several of my Coursera courses begin by warning students not to e-mail the professor
We are told not to †friend†the professor on Facebook†(2013 Though extremely efficient, MOOCS are still largely an extension of the second educational
paradigm, bringing the idea of one-to-many education to an extreme. While an increasing number
of MOOCS integrate artificial intelligence and expert systems to provide student feedback and learning customization, the ability of these systems to function effectively is limited largely to
courses designed to advance subject matter mastery. They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation
The emerging third paradigm of education IS about students learning creative problem solving innovation and generating new knowledge.
It embraces a return of mentoring but in a cost -effective form. In Industrial Age education most mentoring has been limited to doctoral education
independent studies, and interaction with graduate students. Outside of formal team projects collaboration among students is frowned sometimes even upon as a form of cheating
The arrival of the third educational paradigm does not spell the end of the previous paradigms
The rise of the second paradigm did not spell the end of the first paradigm.
But it did generally push it to the side, despite the substantial superiority of tutoring.
The advance of a third paradigm of education likely will not end the broadcast model of teaching.
In fact, MOOCS bring it to an entirely new level of cost effectiveness and global accessibility,
and represent an important and valuable form of sustaining innovation. Witness the emerging success of the University of the
People, the first tuition-free, fully online four-year university to be granted accreditation http://www. uopeople. org
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses
combine face-to-face instruction and online learning. In one hybrid journalism course the author taught in the late 1990s, students working outside of formal class time could efficiently
communicate and collaboratively learn via their electronic group (e-group. They used the e-group
to pursue team projects about innovation in news media. Among the topics they explored were 3d printing, augmented reality and an early government big data initiative to build a digital
117 surveillance system today called PRISM. Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
and had become alumni, working professionally. These course graduates, so to speak, were still active participants in the class as
mentors to current students. Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration
In this context, course management tools such as Blackboard and ecollege, at least as implemented at most colleges, have a fundamental flaw:
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational
education, these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar, students
who sign up for a class are enrolled automatically in the online section, which is a useful efficiency
Those no longer enrolled at the university are deleted from the course e-group roster. This protocol may maximize university revenues
and reduce the potential for cheating, but it severely limits the educational potential of online learning.
While instructors can request special access be granted to individual alumni or other guests on a case-by-case basis each semester,
it adds an administrative impediment to educational-professional engagement In the emerging third paradigm, creative problem solving and innovation are the primary learning
outcomes. Educators need to develop new assessment methods using the unique capabilities of digital technology, from algorithms to artificial intelligence.
These will also help to resolve on a structural level the issue of academic integrity in a digital age
Entering this third paradigm of education, learning can transcend a variety of constraints that have
long hampered education. Philip Long, retired chief information officer for Yale university, notes that innovative educational environments designed for this third paradigm can overcome many
traditional learning constraints, including cost and choice (2013. Long argues that the end of these constraints creates an environment for â€oelearning unleashed. †It is an educational
environment that puts increasing control in the hands of the learner. But it means educators must
be willing to relinquish some of that control In addition to the constraints Long has identified, the third paradigm also means education can
transcend three of the most fundamental educational assumptions: boundaries defined by space a school), time (a semester) and content (a course.
The confluence of networking, geo-location and mobile, wearable technology such as Google glass and cloud computing can overcome the
constraints of place, time and content in education. They can make learning continuous collaborative and contextualized or connected to the broader world (Wheeler, 2013
Deeply Engaged Learning As suggested by Google†s Eric Schmidt and Jared Cohen, the interconnected student can become
an active collaborator in a continuous learning process (2013. Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged
learning. School has long been bounded by space and time and the physical qualities of student
and teacher. Emerging technologies allow student and teacher to transcend these constraints. It†s 118
worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone
Smith 2013. Among youth, the level of smartphone and mobile device is even higher (80 percent
among the 18-34 segment, a primary college target group. Notably, smartphone ownership is even higher among the Black/Non-Hispanic (63 percent) and Hispanic (60 percent) population
than the White/Non-Hispanic (53 percent. This suggests mobile media may be particularly effective as a teaching and learning platform for minority populations.
Of course, these networked digital technologies raise important privacy issues that must be managed in an effective manner to protect students†privacy rights (Douthat, 2013
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the
analog to the digital age. Geocaching is defined as â€oea free real-world outdoor treasure hunt Players try to locate hidden containers,
called geocaches, using a smartphone or GPS and can then share their experiences online†(Geocaching, 2014.
Bringing this into the educational arena students could play a game of geocaching where the objectives are to find and advance knowledge
and help solve community problems. Educators could incorporate these principles and techniques into their curricula through the fusion of augmented reality, big data and social media
Augmented reality (AR) is a new medium of communication (Craig, 2013. It has been in development for at least two decades,
since Tom Caudell coined the term in 1992 in an application designed to facilitate airplane manufacturing
and flight control. It†s roots trace much deeper. L Frank baum, most well known as the author The Wizard of oz,,
The National Center for Supercomputing Applications (NCSA) at the University of Illinois in Campaign-Urbana has developed a special AR-enhanced issue of its periodical, Access (NCSA
Forge to improve computational protein structure modeling. †Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible
locations, allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner, the author developed in the
late 1990s real-world AR enhancements described as a â€oesituated documentary†(Hà llerer, Feiner & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University†s past,
including the 1968 student strike, Prof. Edwin Armstrong†s invention of FM radio, and nuclear physicist Enrico Fermi†s early work leading to the
Today, students could use the fusion of digital media and AR to collaboratively study their
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment†s ancient past by encountering 3d animated
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with
expertise in the discipline. Students studying history, for instance, might use a variety of mobile devices to conduct community history.
They might do recorded oral histories and shared digitally shooting photographs and video and analyzing the material collected in the context of historical
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
Innovative educators can use this technology to help meet learning objectives in a mobile environment
multi-modal learning greatly facilitates student comprehension (Prince, 2004. LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by
the instructor during live class. The instructor can instantly gauge student learning and customize her or his instruction accordingly.
Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments. Mobile devices such as
smartphones or tablets can be used easily as well as clicker apps and other tools for active learning are widely available at low or no cost (Socrative, 2014.
This is a strategy to take advantage of many students†natural inclination toward ubiquitous and often non-stop mobile
device use. Rather than fight against the tide, so to speak, this is an approach to exploit it for
Active learning via these or other digital devices such as those in MOOCS also provides the
instructor with real-time learning analytics. Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics
of teaching effectiveness as well as learning assessment (ELI, 2011 Research further suggests that learning is increasingly a process of social engagement.
Steinkueler and Duncan report on a study of players of the popular online game â€oeworld of Warcraft†(Wow
2013). ) Their investigation shows that the dominant use of the discussion board for Wow is the
students do not (Chinn & Malhotra, 2002. This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm
The author†s own teaching experience over the past two decades confirms these findings. His
with classroom learning supplemented by a student -moderated discussion board. Students actively engage in social knowledge construction on these
boards, asking each other questions, seeking advice and developing new strategies for completing course assignments Networked, digital and mobile technologies also provide a window to better engage a diverse
student population. In one of the author†s hybrid courses, a speech-impaired student was for first
time able to fully participate as a peer with her classmates through online text-based discussion
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013
In a fully online course taught asynchronously, one of the author†s best students spent the entire
semester working and studying at sea. Another semester, an exceptional student stationed in the military and living halfway around the world, was able to fully participate in the online course.
In each of these cases, students in an Industrial Age course would not have been able to contribute
their enriching, diverse experiences and perspectives to the class. That†s not to say there are no
drawbacks. Research shows that various nonverbal cues are lost often either or hard to replace in
an online learning environment (Hayes, 2011. These nonverbal cues are sometimes critical to comprehension (although there are techniques to introduce nonverbal communication in an
online learning environment In the years ahead, educators can optimize their instruction with a wide spectrum of digital tools
The New Media Consortium forecasts a variety of emerging technologies will shape education in the near and far term, ranging from MOOCS in the short-term to 3d (or 4d printing in the long
-term (NMC. 2013. E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do
with some MOOCS. Merging 3d printing with AR experiences could transform learning. Students studying archeology might
not only see a 3d animated version of New york City†s 19th century Seneca Village, the community of African-american property owners who once occupied much of
the space today filled by Central park. They could hold and examine in detail 3d physical facsimiles of objects from Seneca Village still in the ground and identified by ground-penetrating
radar while visualized in context through AR (Wall, Rothschild, & Copeland. 2008 The coalescence of learning analytics and artificial intelligence holds promise.
Consider the case of Narrative Science (Northwestern University Innovation and New Ventors Office, 2014. Narrative
Science is a commercial venture that grew out of the collaboration of two Northwestern University
professors, Kristian Hammond and Larry Birnbaum, and a technology executive, Stuart Frankel Narrative science â€oetransforms data into stories and insights through its proprietary artificial
intelligence authoring system. †The algorithms the system uses are highly effective and have attracted dozens of companies,
including media enterprises, willing to pay to use the system to write stories. The company†s ambition is for the algorithm to write every story for an audience of
121 one. Narrative Science†s current AI writing tool, Quill, wrote more than a million stories by the end
summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system
An Evolving Role for the Educator A natural question many educators might ask is â€oewhat is the role for human teachers in such an AI
-driven environment? †A parallel case is what might be called the canary in the AI wordsmith†s
cave: news. Algorithm-driven news reporting and writing is already transforming a variety of journalism domains, especially where formulaic approaches are common.
As journalism scholar Peter Laufer (2013) notes, journalists should slow down. They should take the time to gather all the facts
In the same way, human teachers need to focus on what they can do best. They should not be
analytics-driven, AI-enhanced MOOCS and the like. Human teachers should return to the best qualities of the model developed by Aristotle, Socrates and Plato.
Human teachers should mentor their students. In particular, human teachers should focus on three domains that can frame all
knowledge: 1) ethics (a moral compass), 2) context (the interpretation of knowledge in historical or other context especially the broader stream of a discipline) and 3) critical questioning of
assumptions (the fundamental beliefs that underlie any body of knowledge)( de Valck, 2013 Gaming applies here, as well.
Dr. James â€oebutch†Rosser is a pioneering laparoscopic surgeon and teacher. He has served as the chief of Minimally Invasive Surgery (laparoscopic) at Beth Israel
Hospital in New york. While there, he designed and tested a videogame system to teach laparoscopic surgeons the skills they need to perform this delicate procedure.
This paper has suggested that emerging technologies are fueling a third paradigm of education Digital, networked and mobile media are enabling a disruptive transformation of the teaching and
learning process. This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and
learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the
21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of
communication, the constraints on the educational process, and the learning outcomes Recommendations for educational innovation based on this emerging paradigm include the
following. First, educators can build on and incorporate digital resources more broadly into teaching at any level and in any field.
Live teachers can combine face-to-face mentoring with digital, networked mobile media to create an ongoing virtual classroom community.
Second students can become lifelong learners...and teachers. The line between teacher and student can
blur, much as the line between professional journalist and citizen reporter has blurred. In the 21st century, teachers will serve as guide
and students will be active participants in a continuous learning process helping to create, discover and share knowledge.
This transition is vital because knowledge is advancing at an ever-faster pace and no one person can manage alone.
Third, ethics should be the moral compass that guide learning in the digital, networked age.
Experienced teachers can play an especially vital role in nurturing the development of this moral compass in
their students Finally, it is critically important, as Evgeny Morozov warns, to avoid falling into the trap of
technology â€oesolutionism†or technological determinism (Morozov, 2013. Technology, no matter how advanced, does not guarantee better education.
Nor is it necessarily a pathway to solving any societal problems. Yet, the promise of an engaged community of lifelong learners is within
sight. To turn this vision into a reality will require the collective effort of a new generation of
educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.
Education should no longer be about going to school or class In the third paradigm, education can become a process of shared discovery and collaborative and
creative problem solving and innovation. It can be available universally for a variety of people at
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John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
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