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Schools are realizing the grandiose potential of new technologies, but are now scratching their heads to answer questions such as these: How can my online program use 3D animators to create virtual worlds for online classrooms? How can my online program tap into cyber-replication of the vigorous discussion and debate that characterizes a vibrant college classroom? Where are the simulations that allow students to learn by manipulating variables and what-if scenarios?

These and a mass of other conundrums ultimately boil down to how can online programs actualize the potential promised by 21st century technology?

Here’s a thought we ran into recently in an article in Edsurge regarding the future of online learning development:

“Transformative change will always depend on a small number of risk takers.” - CHLOE 2017 

A welcome and impressive piece of research crossed our desk last week, one that we look forward to revisiting far into the foreseeable future. The Changing Landscape of Online Education (CHLOE) is the result of a partnership between the research and advisory firm, Eduventures, and Quality Matters, an international nonprofit dedicated to support organizations’ quality assurance goals.

I just returned from a few days at the ASU+GSV Summit in Salt Lake City during which I talked with many dozens of attendees — professionals in higher ed, nonprofits, technology firms, and edtech venture capital. The overwhelming themes of the summit related to the intertwined trio of competition, differentiation, and complexity. Let me explain.

We believe that organizations with a mission to do great things, things that really matter, can advance their strategy and mission through learning. But we think most learning, especially online learning, fails at this. It’s boring. It doesn’t stick. It’s antiquated. It’s hard. It all looks the same.