OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Líderes
Elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey
Martes 19 de agosto de 2014
Contáctanos en firstname.lastname@example.org
The Future of College? The Atlantic
A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right?
Minerva, which operates for profit, started teaching its inaugural class of 33 students this month. To seed this first class with talent, Minerva gave every admitted student a full-tuition scholarship of $10,000 a year for four years, plus free housing in San Francisco for the first year. Next year’s class is expected to have 200 to 300 students, and Minerva hopes future classes will double in size roughly every year for a few years after that.
Those future students will pay about $28,000 a year, including room and board, a $30,000 savings over the sticker price of many of the schools—the Ivies, plus other hyperselective colleges like Pomona and Williams—with which Minerva hopes to compete.
Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students), open (Minerva is overtly elitist and selective), or online, at least not in the same way Coursera’s are. Lectures are banned.
According to Minerva’s plan, students will attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver. The professors can live anywhere, as long as they have an Internet connection.
Minerva’s very founding is a rare event. “We are now building an institution that has not been attempted in over 100 years, since the founding of Rice”—the last four-year liberal-arts-based research institution founded in this country. It opened in 1912 and now charges $53,966 a year.
Minerva is offering an experience that "lets you live multiple lives and learn not just your concentration but how to think."
Having students complete hands-on projects isn’t new. For years, many educators have championed a constructivist, learning-by-doing approach in schools.
But now, a number of factors have converged to push this concept into the education mainstream.
Rapid advances in technology have allowed students to create much more complex projects, with less specialized knowledge, than previous generations could create.
The rise in the maker movement also coincides with a national focus on bolstering science, technology, engineering, and math (STEM) education to prepare students for the jobs of the future, which will rely heavily on innovation.
Creating an Ever-Flexible Center for Tech Innovation The New York Times
Dan Huttenlocher does not like walls. This is not so much an aesthetic preference as it is a practical concern. Walls divide people and define spaces. They restrict movement. They discourage exchange. And they are a pain to move if your needs change, especially when they are stuffed with cables, ducts and other infrastructure accessories.
As dean of Cornell Tech, a closely watched collaboration in New York City between Cornell University and the Technion-Israel Institute of Technology, Mr. Huttenlocher is overseeing the creation of an institution dedicated to technological innovation, academic experimentation and the kind of serial flexibility those two principles require.
“My goal as the dean is to create an environment where everything can be repurposed,” Mr. Huttenlocher said. He and his team are in the tenuous middle stages of planning and building exactly that: The chameleon campus, a space where interchangeability permeates everything.
This attempt at building in nimbleness is a hedge against the hissing pace of technological change. Cornell Tech expects to open its first buildings in 2017 and its last two decades later. Yet the campus is being planned now by people who know they cannot imagine how we will interact with the digital world, in the future.
Despite an emerging middle class and rapidly expanding economy, the education system in Peru ranks 65th out of 65 countries. Innova Schools knew they could do better. They envisioned a world-class education at an affordable price for Peru’s underserved youth, but they couldn’t do it alone.
Excited by the challenge of building a school from the ground up, IDEO designed Innova’s entire K–11 learning experience and strategy. After months of fieldwork, prototyping, and deep collaboration with the Innova team, IDEO developed the curriculum, teaching strategies, buildings, operational plans, and underlying financial model to run the network of schools. Our mantra was: affordability, scalability, excellence.
By February 2015, Innova Schools will be the largest private network of schools in Peru with 30 schools, almost 20,000 students and 1,400 teachers and growing.
The schools offer students a quality education for about $130 a month. Peru’s Ministry of Education administers a national test of second graders for math and communications in all private and public schools, and Innova’s 2013 performance was three times the national average in math and two times the national average in communication.
A Chinese Internet Giant Starts to Dream MIT Thecnology Review
Baidu is a fixture of online life in China, but it wants to become a global power. Can one of the world’s leading artificial- intelligence researchers help it challenge Silicon Valley’s biggest companies?
Andrew Ng says he will focus on projects that could “significantly influence” the lives of at least 100 million people.
Baidu is one of many Chinese Web companies on a collision course with Internet leaders such as Google, Facebook, and Amazon as they look abroad for new customers.
Breakthroughs from Ng and his researchers might help. The sweeping transition from traditional computers to smartphones and other mobile devices has produced an explosion of sensory data such as images, video, and sound—the kind of data that stumps conventional software but that Ng has shown deep learning can comprehend. His new employer sees an opportunity to leap ahead of its mobile competitors with services that can understand the world.
If Ng’s plans work out, the world will indeed change in some ways. Baidu will have proved that China’s Internet companies can do more than just follow those from the U.S. And perceptive computers will have taken over many tasks we humans must do for ourselves today, perhaps freeing our minds for more creative activities. “Just as the Industrial Revolution freed a lot of humanity from physical drudgery, I think AI has the potential to free humanity from a lot of the mental drudgery,” Ng says. It’s a Google-worthy goal. But to pull it off, Baidu must chart a path indisputably its own.
Today’s education reformers believe that schools are broken and that business can supply the remedy. Some place their faith in the idea of competition. Others embrace disruptive innovation, mainly through online learning.
Both camps share the belief that the solution resides in the impersonal, whether it’s the invisible hand of the market or the transformative power of technology.
Neither strategy has lived up to its hype, and with good reason. It’s impossible to improve education by doing an end run around inherently complicated and messy human relationships.
While technology can be put to good use by talented teachers, they, and not the futurists, must take the lead. The process of teaching and learning is an intimate act that neither computers nor markets can hope to replicate. Small wonder, then, that the business model hasn’t worked in reforming the schools — there is simply no substitute for the personal element.
How Will Higher Ed Meet the Demand for Data Scientists? Ed Tech
Data, more than ever before, is the lifeblood of every organization.
What most organizations today don't have ready access to are data scientists who are trained to turn all of that data into actionable insights. Gartner predicts that by 2015, about 4.4 million data science jobs will be available, and only a third of them will be filled.
As universities nationwide define and create new undergraduate and graduate data science programs, industry can help to make our programs more interesting and relevant for students. We also will benefit from greater access to industry data sets and the latest Big Data technologies.
Academia needs to stay up to date with the latest Big Data tool chains. These ecosystems are evolving rapidly, but most of the development happens on the industry side — so much so that academia often finds itself left behind.
If we want our students to be aware of the latest changes when they graduate, we must foster a better exchange of technological knowledge between academia and industry.
Financial Illiteracy Rampant in the Corporate World Financial Times
Six years after the global financial crisis began, financial illiteracy remains rampant in the corporate world. This is a dangerous state of affairs and business schools are partly to blame.
For many non-finance executives, a finance course was a bit like a dose of cough medicine – not pleasant, but only to be taken once and then quickly forgotten.
Business schools urgently need to put finance in a broader context and to start educating a new generation of more financially literate executives, but very few are doing so. This means far too many managers are still frighteningly unaware of the financial consequences of their decisions.
The Next 20 Years Are Going To Make The Last 20 Look Like We Accomplished Nothing In Tech Business Insider
The world is hitting its stride in technological advances, and futurists have been making wild-sounding bets on what we'll accomplish in the not-so-distant future.
Pau Kelly, founder of Wired magazine, believes the next 20 years in technology will be radical. So much so that he believes our technological advances will make the previous 20 years "pale" in comparison.
"We're just at the beginning of the beginning of all these kind of changes. There's a sense that all the big things have happened, but relatively speaking, nothing big has happened yet. In 20 years from now we'll look back and say, 'Well, nothing really happened in the last 20 years.'"
OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Líderes es elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey con las notas más destacadas sobre los temas de innovación, tecnología y educación. Si está interesado en obtener mayor información sobre alguna nota, favor de enviar un correo a: email@example.com. TECNOLÓGICO DE MONTERREY, 2014.
Observatorio de Innovación Educativa
Innovación educativa | Tecnológico de Monterrey
Observatorio de Innovación Educativa del Tecnológico de Monterrey: Identificamos y analizamos las tendencias educativas que están moldeando el aprendizaje del futuro.
Tecnológico de Monterrey | Av Eugenio Garza Sada, Monterrey, NL