Thursday, August 29, 2013

education changes



A major change is coming down the channel, the shift to certification by competency. Basically, this says that an individual will not be able to get a post secondary degree without being able to take theory into practice. Accumulation of credit hours will not be the defining criteria without a demonstration of the ability to apply the skills learned whether in the humanities or engineering.

More interesting is that such competencies need not be acquired primarily in the institution awarding certification. And, the time-in-residence will not be a defining requirement. Learning and certification is acquired at the pace that meets the learner’s needs. This does not preclude formal course requirements or other traditional vehicles for mastery of knowledge.

What is even more relevant is how the knowledge to be mastered is packaged for a student. It may not require, though may include, a traditional instructor delivered course in the form of a lecture. The model could be closer to an Oxbridge type of experience. What makes this possible on a large scale is the technology of the internet which can provide experiences of various types as private 1:1 tutoring to what is termed a MOOC or Massive Open, On-line Course offered to several thousand in real or virtual time on the Internet.

Beware the Rapids of Change

SOUNDINGS

Traveling the Mississippi one needs to look up and down the river for flotsam and river traffic; but the river’s flow forever changes the channel’s bottom so that one needs to plumb the depth to keep from running aground while navigating.

Soundings senses the near term while keeping the longer term in view. Three areas of focus: Knowledge Management, Economics/Finance and the Environment broadly defined. Changing conditions require the appropriate sensors for viewing.




We swim in the river of time. How we perceive our movement becomes critical. For example, we believe that it was a giant meteor that struck the planet and wiped out the dinosaurs. Yet the evidence indicates that their demise occurred over many years post the impact. In other words, the event was not an instantaneous event, except on paper that graphs the earth’s history.  Today we are concerned about “tipping points”, events that appear to represent a paradigm shift such as the adoption of computers in schools or the broader digital revolution in its many forms. Other tipping points have been evoked to talk about collapse from climate change as an example.

In 2012 Lamberson and Page, in a Santa Fe Institute Working Paper (Tipping Points, 2012-2-002) finally provided a concrete, mathematical, definition that had only been, up to this point a qualitative, graphic, one-dimensional definition of “Tipping Points”. The article classified these “events” by type and provided criteria for careful analysis. One of the immediate results was to point out that how one represented the information in graphical form could mask or create such events. More interestingly, the analysis would show that under defined parameters it could be shown that, like chicken pox, the tipping point occurred long before its effects became evident. Or, such “events” might happen but they did not manifest in the dramatic “hockey stick” rise or as a significant disruption.

The Gartner Group, which tracks technological change, has created what they call The Hype Cycle (c.f. the eponymous book by Fenn and Raskino). They basically have graphically transformed the idea of a tipping point for many technologies into a curve that tracks the rapid rise, dramatic fall and recovery into a traditional growth curve. This creates an interesting story but, as mentioned above, is largely dependent on how these trends are mapped.  A similar idea was developed by George Land in a volume, Grow or Die.

Drawing on Stephen Wolfram’s seminal volume, A New Kind of Science, Lamberson and Page note that there are tips that change the system’s behavior and ones that do not. There are political, physical and economic systems that fall into four classes: fixed point, periodic, random and complex.  What we see depends on the system’s behavior moving from one class to another. Most of the simple representations of tipping points stay within a very simple model. What the Lamberson and Page model does is remove the constraints that are created by a single vision and a possible misreading of the present and future and provides a foundation for a sound evaluation. It provides a tool set that anticipates alternatives rather than proscribing.

Monday, August 20, 2012

Of Bubblegum and College


Prologue

Bubblegum manufacturers included comics/riddles wrapped in their product as an inducement to purchase. This was followed by the introduction of “cards” of famous sports players that encouraged individuals to collect select players or cards representing teams. Eventually, the cards became more important than the gum and individuals would have stacks of unused gum as they sought select cards. Finally the manufacturers of gum and others saw the interest rise to the point where there was a market for packets of cards without the gum. And the tertiary market for the cards expanded.

Prior to WWII, a college education/degree had selective market. After the War, the purpose of college was amended without serious discussion and college became more important. Additionally, the expansion of courses or areas for specialization gained attention. This challenged students to seek specific courses that had differential value in the world of work outside of the college. Over time certain collections acquired cachet, such as Science, Technology, Engineering, and Mathematics, STEM. Other elements added value, including who issued the validation