Tag Archives: Education

Abundance

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Last month I saw Peter Diamandis speak in Amsterdam and was inspired by his vision and approach to creating a world where we live in abundance rather than scarcity. Together with Steven Kotler he has earlier articulated this case in the excellent book ‘Abundance: The Future is Better Than You Think’.

The Abundance Pyramid
Diamandis and Kotler describe abundance by means of a pyramid, structured with three tiers of ‘goods’ (inspired by Maslow’s ‘hierarchy of needs’). The base of the pyramid concerns the essential needs of water, food and shelter: these resources enable life itself. The middle tier in the pyramid includes energy, education and ICT: they contribute directly to improved living standards and can also catalyze further growth. The top tier of the pyramid is reserved for freedom and health: they support the well-being of the individuals and enable them to reach their full potential and make the maximum impact for a better world. The authors describe the goal of abundance as a sustainable world in which every person on the planet has the opportunity to access the goods in the three tiers.

Progress through technology
The authors make the case that expontential advances in technology will allow us within twenty-five years to create abundance on these three tiers for a world of nine billion people. How about that for a Big Hairy Audacious Goal: global abundance within twenty-five years! They believe that these advances will be supported by three driving forces. Firstly, the rise of DIY innovation, enabling individuals and small organisations to tackle problems previously only addressable by governments, thereby massively opening up the talent pool working on solutions. Secondly, the rise of the technophilanthopist, whereby very wealthy individuals commit a major part of their wealth and talent to helping the world’s less fortunate. Thirdly, what they term ‘the rising billion‘ – the world’s poorest (in fact, closer to four billion today) who have made rapid progress in improving there positions in recent years, largely supported by mobile technology, and will soon be able to pull themselves out of poverty.

Concrete cases
Diamandis describes for each of the goals in the abundance pyramid, the technologies that could contribute to a more abundant world and in which way. He makes a convincing case!

Accelerating the pace of change
They conclude the book by suggesting that the best way for businesses and governments to achieve abundance goals is to use open incentive prizes – they believe that such competitions are the most effective method to motivate the smartest people in the world to develop new solutions. They puts forward some powerful cases to demonstrate the point.

Inspiring work
I was inspired by the optimism of this book and the concreteness of the supporting arguments. The failings of our world are well covered in the media (rightly so) and we are in any case biologically programmed to be on high alert to them. It was good to see the other side of the coin and I experienced this as a well-founded articulation of a positive scenario. I respect that a lot. Arguably there are parts of the book that go too far, and some of the downsides of the journey to abundance could be ugly. Nevertheless, I would like to recommend this book to readers looking for inspiration about a positive future for our planet.

Sanoma can make a difference through education
About a week before seeing Diamandis, I joined a group of innovation leaders for lunch with the former PM of The Netherlands, Jan-Peter Balkenende, to discuss innovation and sustainability. He emphasized the importance of the business of sustainability: how can we create new business opportunities (with a profit incentive) by helping to build a more sustainable world? He referred also to Abundance in this context.

In the case of Sanoma, I believe we can best support sustainable abundance through our Learning business. As described above, education is part of the middle tier of the abundance pyramid, contributing directly to improved living standards and catalyzing new growth. Through our strong positions in developed economies, I believe we can further progress personal and societal development by personalising the process of learning, to help individuals to realise the full potential of their unique talents. Maybe an even more audacious goal would be to bring access to high quality online education to the rising (four) billion people in developing economies. I don’t yet know the extent to which Sanoma is ready, willing and able to play a role in this. Even if we could fulfil but a part of that task, it would surely be a worthwhile (and profitable) contribution to a more abundant future! Wouldn’t that be a terrific mission to work on?!

Imagine
Imagine that you could be part of a movement that could create an abundant world within twenty-five years. What would you do? Sanoma Learning can help to provide access to high quality education and I am personally passionate about that goal. Care to join us on that journey? Or to create a new journey to abundance of your own? I’m interested to hear your thoughts on this.

MOOC meets Big Data in Education

Big Data in Education

Big Data in Education

Two of the hottest developments in education at the moment are the MOOCs (Massively Open Online Courses) and Big Data.

Peak of Inflated Expectations in the Hype Cycle

Peak of Inflated Expectations in the Hype Cycle

Some have argued that both are currently at the “Peak of Inflated Expectations” in the Hype Cycle. Expectations are indeed high, maybe rightly so. Imagine my pleasure this weekend when I discovered the course about “Big Data in Education” at the MOOC Coursera by Ryan Baker from Columbia University. I registered immediately. What a great way to kill two birds with one stone!  I can experience one of the leading MOOCs first hand and learn more about big data in education at the same time.

MOOCs

MOOCs emerged from the Open Educational Resources movement in the second half of the noughties. Leading players include edX, Coursera and Udacity, which are all well-funded and have excellent connections to world-class institutions. Two things in particular excite me about them: opening up access and improving quality in education.

Access to world-class education has historically been restricted to the happy few. However, anyone (with access to the internet) can take a course on a MOOC, unrestricted by price, the requirement to commit to several years of full time study, geography, or capped class-sizes. As Time put it. ”MOOCs open the door to the Ivy League for the Masses.”  Imagine the possibilities that his will give to improve the life chances of individuals across the globe.  And also the benefits to society as a whole of broad access to exceptionally good education.

The quality of education can also be boosted by the success of the MOOCs. Competition should play its part in raising teaching standards and spurring innovation.  Everyone should get access to the most talented professors with the highest quality content and best teaching methods, leading to a focus on excellent teaching and the weeding out of mediocrity. And the ability to mine the data created through participation in the MOOCs should bring new insights in teaching and learning that can drive further improvements in quality and efficiency.

Big Data

In my opinion, insights derived from big data will eventually transform education through personalisation.  By this I mean the tailoring of pedagogy, curriculum and learning support to the needs and aspirations of the individual.  I believe this will help learners to achieve better outcomes, in more efficient ways. And about subjects that both play to their strengths and support the development of their core life skills. Big data will be a core ingredient in that transformation.

Sanoma Learning (I am employed by Sanoma Group) is predominantly active in K-12 markets in Europe at this time. The amount of data available in K-12 education today is limited, and the insights offered rather poor. One reason for this is the still low availability of technology in schools (typically of the order of one device per 5-10 pupils) and the lack of any platform with real scale in collecting, analysing and providing insights from data. This will probably improve significantly in the coming years as schools take further strides in adopting technology.

Three sorts of data particularly interest me in this coming transformation journey: inferred student data, inferred content data and system-wide data. Put another way: how do students, content and education systems perform, why is that so, and what can we do to improve that performance?  I believe the next generation of Learning will be engineered from the insights derived from the interplay between these three datasets.  The promise is significant, although given the sometimes slow pace of change in education, I think it will be a long journey.

Passion for learning

I consider myself lucky to have been born with a passion for learning. I think technology will enable teachers (who are central to achieving success in learning) to transform education for the better. I’m excited about participating in this program on Big Data in Education at Coursera. Typically about 90% those who start a course on a MOOC drop out along the way. I hope I won’t be one of them. I’m curious to try it. Anyone care to join me?