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AET/508 The Future of Community Based Services and Education
- 1. The Future of Community Based Services and Education Emily J. Lehsten June 22, 2015 AET/508
- 2. Details to Consider Key Considerations in anticipated changes Technological Advances Diversity Elderly population Possible Funding Scenarios Community/Cooperative Funding Government funding Influence of Diversity Population Expectation Racism and Marginalization
- 3. The future of community-based services • Changes for the future include: • More intensive community based organizations • More diverse population • Higher elderly population • Technological Advances The three briefs regarding diverse and elderly populations were written by numerous people at the U.S. Census Bureau in 2011. The source citations can be found on the Reference Page.
- 4. Possible Useful Technological Advances The pill bottle that informs people when to take their medicine by color. (Meskó, 2013) “The prototype made by a company based in California” (Meskó, 2013), used to combine robotics and image-analysis.
- 5. The future of community-based education • Changes for the future include: • Increasing emphasis on lifelong learning • Shorter adult educational programs and courses • More emphasis on computer based learning • Technological advances
- 6. Possible Useful Technological Advances An image of a future student desk utilizing touchscreen LCD screens. (Pho, n.d.) A picture of a 3D model created and printed out by a student. (Poh, n.d.)
- 7. Videos of future technological advancements Google Glass and augmented reality Gaming and Learning 3D Printing
- 8. Funding Scenarios Community based financial programs Government funding
- 9. References Archer, D. (2007). Financing of adult education. Convergence, 40(3), 253-257. Retrieved June 22, 2015 from http://search.proquest.com/docview/204594655?accountid=458 Bork, A. (2001). Adult education, lifelong learning and the future. Campus-Wide Information Systems, 18(5), 195-203. Retrieved June 22, 2015 from http://dx.doi.org//10.1108/EUM00000000062 Ennis, S. R., Rios-Vargas, M. & Albert, N.G. (2011). The Hispanic population: 2010. Census Briefs. Retrieved June 22, 2015 from http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf Hoover, D. (2014, April 4). Career accelerators: The future of adult education [Web log post]. Retrieved from http://insights.wired.com/profiles/blogs/career-accelerators-the-future-of-adult- education?xg_source=activity#axzz3dnae6RG7
- 10. References kinectEDucation’s channel (Producer). (2011). Kinect in Education [YouTube video]. Available from https://www.youtube.com/watch?v=c6jZjpvIio4 Kotharik, A. & Armstrong, R. (2011). Community-based knowledge translation: unexplored opportunities. Implementation Science 6(59). doi: 10.1186/1748-5908-6-59 Meskó, B., Md. (2013) 20 potential technological advances in the future of medicine: Parts I & II. ScienceRoll, The Journey of a Geek Medical Futurist. Retrieved June 22, 2015 from http://scienceroll.com/2013/08/01/20-potential-technological-advances-in-the-future-of-medicine-part-i/ Nembhard, J. G. (2014). Community-based asset building and community wealth. Review of Black Political Economy, 41, 101-117. doi: 10.1007/s12114-014-9184-z
- 11. References Poh, M. (n.d.). 8 technologies that will shape future classrooms. Hongkiat, Technology Design Inspiration. Retrieved June 22, 2015 from http://www.hongkiat.com/blog/future-classroom-technologies/ Powell, W. (Producer). (2012). Project Glass: One day… alpha (Inspired by) [YouTube Video]. Available from https://www.youtube.com/watch?v=33wOKBMA2QA Rastogi, S., Johnson, T. D., Hoeffel, E. M. & Drewery, M. P. Jr. (2011). The black population: 2010. 2010 Census Briefs. Retrieved June 22, 2015 from http://www.census.gov/prod/cen2010/briefs/c2010br-06.pdf Valdes, A. (Producer). (2014). What Is 3D Printing and How Does It Work? | Mashable Explains [YouTube video]. Available from https://www.youtube.com/watch?v=Vx0Z6LplaMU Werner, C. A.(2011). The older population: 2010. 2010 Census Briefs. Retrieved June 22, 2015 from http://www.census.gov/prod/cen2010/briefs/c2010br-09.pdf
Editor's Notes
- This presentation takes a look at future trends in community-based services and education. This slide outlines the details to consider when addressing future services and education. All of these items’ details will be addressed throughout the presentation.
- The outlook of future community-base services is promising for diverse populations. It is no surprise that our population will become more diverse, and that there will be more older adults needing services. Because of this fact, communities will have to come together to take care of one another, especially in lower income communities which just also happen to be minority/marginalized communities. Minorities make up over 30% of the US population, and older adults make up 13%. Three U.S. Census Briefs from 2010 provide information regarding population growth rate. These briefs estimated that both the African American population and the Older adults aged 65 and over rose faster than the total population in the time between 2000 and 2010. These populations are noticeably increasing and will continue to increase at unprecedented rates. Nembhard (2014) projects that community based financial programs, cooperatives, and credit unions will have a positive impact on these communities. They will “increase creation of wealth, economic stability, and other economic as well as political and social benefits.” Community-based services and cooperatives also “provide social services and access to goods and services; create jobs, increase income, and enable asset ownership in the face of racial discrimination and market failure” (Nembhard, 2014, p. 6). An increase of community-based medical services will also have advantages. Community-based programs utilize multi-organizational involvement with a clear value orientation. As opposed to Clinical settings, Community settings focus on prevention and health promotion. They also provide interventions and positive outcomes for more than just one individual. They also focus on communities and population (Kothari & Armstrong, 2011, para. 4).
- There are some really interesting technological advances being predicted that will impact future community-based services and education. Meskó(2013) has compiled a list of potential advances in future technology. He lists such things as real-time medical diagnostics, augmented reality through contact lenses, and even cyborgs. The three that are most interesting and useful for community-based services, education, and diverse populations are as follows: “A pill bottle that glows blue when a medication dose should be taken and red when a dose is missed” (Meskó, 2013). Social media as a huge “mind machine” allowing the transition, sharing, crowdsourcing, and storage of information. This can already be seen in many medical practices. Robot assistants for older and/or disabled adults. It is predicted that these robots will be able to move people as well as perform basic procedures such as finding a good vein and drawing blood. It is even been proposed that the robots will be able to perform blood analyses by detecting biomarkers to obtain genetic information (Meskó, 2013).
- Bork (2001) argues that there will be an increasing emphasis on lifelong learning as does Hoover (2014). They both regard lifelong learning as geared towards adult education as a tool for furthering skills and career paths. Hoover states that adult education courses will change to adapt to a time efficient and cost effective system that includes shorter course times and focusing on a single topic instead of a full program which takes years to complete. He further argues that “immersive vocational programs (aka Career Accelerators) are an excellent alternative for students who want to take smaller bites out of their time and money, and want the assurance that they’re always learning a skill that is in high demand in the workforce” (Hoover, 2014). Tutorial learning with computers, which are also lifelong learning programs, will also be in high demand. Bork (2001) states his case with the following aspects of these programs: Tutorial learning with computers can reach all people worldwide. These programs can be taught in a person’s native language. The programs are extremely interactive and adaptable ensuring that the student is the center focus of the tutorials which means that mastery is a conclusion for all learners. Tutorial learning with computers focuses on constructive learning that allows the student to learn with prior knowledge and move on to new knowledge and new perspective. This of course also ensures mastery for all learners. These programs also offer Peer learning. Peers can reach out to one another through online social media, chats, and video conferences. Because people from all over the world will be collaborating as they learn and/or teach, these programs allow for global conversation. Global issues can be addressed and the global community of learners and teachers can work together to find solutions for these issues. The programs are provided at a reasonable cost allowing people from all levels of socioeconomic status and education to participate.
- The future of educational technology seems promising. There will be tools that allow students to collaborate with other students and teachers from thousands of miles away. I’m not talking about the video conferencing or chat feature. I’m referring to Augmented reality. Virtual field trips like the one done by Physics teacher, Andrew Vanden Huevel will be the norm. Heuvel “taught from inside the Large Hadron Collider in Switzerland, streaming what he sees through a beta Google Glass to his students thousands of miles away. They see him, and he sees them; it’s as if they are in the same classroom” (Poh, n.d.). Poh also lists seven other future educational technologies including: User friendly 3D printing. Imagine students of all ages printing 3D models for various purposes. 3D printers also allow teachers to explain theoretical concepts by reconstructing complex concept models. Cloud computing and digital libraries that are available at all hours of any day. Online social networking allows students to freely share and discuss their ideas with teacher moderation. This provides a more constructivist approach to learning as students will gain new perceptions from their peers. Social networking can also enhance collaboration. Flexible displays are a very interesting concept. When students need to take notes, “the answer might just be flexible OLED-based displays. Just like regular paper, these displays will be lightweight, flexible, and extremely thin. This means we can roll them up into tubes or fold them like newspapers” (Poh, n.d.). Just imagine the implications. No more carrying around numerous notebooks and heavy binders. Gone will be the days of textbooks. Everything can be seen and done by a flexible display that is the size of a piece of notebook paper. This can also help save the ecosystem; no more cutting down trees for paper and pencils. Touchscreen LCD screens that allow numerous students to input with touch simultaneously will afford a greater amount of interactive learning. Students will be able to manipulate images on screen and use onscreen keyboards with the LCD screens that are used as desks! Biometrics: eye tracking can provide feedback for instructors “to understand how students absorb and understand the learning content” (Poh, n.d.). It can also be used analyze the effectiveness of individual learning styles. This leads to a greater learning experience for all students. Game-based learning will also become a popular trend in education. More and more students, especially children, are going through school and learning programs with very short attention spans. Systems like Kinect, PlayStatioin Move, and Wii Remote all have motion-sensing technology that can be utilized throughout the learning process. Plus, they allow students to have fun and enjoy their learning experience. These advances illustrate how traditional classrooms will become a thing of the past. Poh (n.d) states that “students will soon be imparted with the wisdom of seeing learning as not a chore, but as a critical and gratifying part of their life which requires their proactive involvement.” They will lead to a future of lifelong learning.
- Each of these videos were retrieved from YouTube and the citations can be found on the Reference slides.
- Nembhard (2014) states that communities, especially those that are minority centered and/or marginalized, can help themselves by coming together to create community based financial groups such as credit unions and cooperatives such as a local grocery store, a school, or a community based education program. By doing so, communities can build wealth and economic stability. Political and Social benefits will increase granting access to goods and services. Jobs will be created, incomes will increase, and minority and/or marginalized communities will be able to own assets. Nembhard continues by arguing that telling people to focus on saving money and everything will be alright is ridiculous. She argues that “Cooperatives operate by several principals that include democratic participation (one person one vote rather than one share one vote), labor or community control of capital, autonomy, concern for community, cooperation among cooperatives” (Nembhard, 2014, p. 107). This also help communities increase their wealth in order to provide good schooling and education programs along with social and financial community based services. Government funding is another scenario for maintaining quality services and education. Archer (2007) states that the government needs to allocate more funding towards education as well as community services. He further states that 6% of the education budget should be spent on adult education. This means a greater emphasis will be placed on lifelong learning and adult literacy. Communities need to rally together and pressure Congress to spend more on these things. I myself, argued in a team letter to Congress that if more money is spent on education and lifelong learning, other services would not need to have as much funding because a highly educated society correlates with a lower poverty rate. If people are living above the poverty level they will have little to no need for social programs such as food stamps and unemployment aid. This money could be directed towards education and community services. It seems that in this political climate community based financial programs including asset ownership through cooperatives might be easier to create than asking the government for more money. Although if, as Archer (2007) suggests, a mass of citizens from around the country came together to pressure their elected representatives and Congress itself we might see a change in funding for community based services and education. What ever we do, we need to work together. Together we will be successful, apart we will just be a bunch of grouchy complainers.