Sunday, 11 August 2013

SP4Ed S5 Newspaper Article 2 - Let’s Do The Time Warp Again – It’s Astounding!

Community Newspaper “The Riff Raff” education section reviews a live show which is currently in town.

Let’s Do The Time Warp Again – It’s Astounding!

This week I had the pleasure of reviewing the live show which is currently in town called “The Rocky Horror Show”.  It is a Broadway icon and is recognized around the world. So I thought we would take a look at a little bit of history on how the show began, where it is at the moment and hopefully where it will be in the future.

The show began way back in 1975 – almost 50 years ago to the day when song and dance and happy carefree times were in abundance. The Rocky Horror Picture Show had been credited as being the best known – if not the first cinematic midnight movie and it resembled the fandom of other fantasy and science fiction films with its own ‘fan cult following’. With developments in technology the show transformed the cinema when it was shown in 3D and then as a 9D experience in the Year 2008. The live show was renamed The Rocky Horror Show which toured many parts of the world and over 50 years we have come to recognise the internationally acclaimed Time Warp song. In Paris in the 1990’s the show played twice a week for the next 20 years till it played no more. Around the turn of the new millennium times began to change, technology and the internet was becoming the preferred media experience and the show seemed outdated - it just wasn’t as entertaining as it used to be.

Then came the economic downturn and the global market crashes in the early months of 2015, the world was changing. There were extensive job losses, online businesses were closing at an astronomical rate, there was no money left for entertainment or luxuries and Broadway shows like The Rocky Horror Show became non-existent. No-one could afford to do the Time Warp any longer.

Times became tough. Notably education was the hardest hit. Governments around the globe combined what equity they had left and stockpiled online open resources and data sources in the hope that the recession would finish soon. The MOOC’s that once thrived in a prosperous era had been harvested by a group of dominant learning providers and things became very difficult. The world seemed to be in a funding crisis. The rich got richer and the poor got poorer. No-one was learning anything new as it was too difficult to obtain any recognised education qualifications of any sort. If you were rich you were seen as an opportunistic individual and moved away to the ‘Oyster World’.  There had been very little advancement in the area of technology and no ground-breaking developments in years. But the local people made the best of the situation that they found themselves in.  

So this week in August 2025, I was invited to a local traditional school as I was writing an article about the future of Digital Technologies in Education. When I arrived the learning agent, eduvators and the learners were outside recreating a hands-on history lesson about digital media. The students listened to the developments of film media from the adults in the group, their parents and their grandparents and how digital media has shaped the world back in the late 20th century to now.

I introduced myself as Janet and made myself comfortable making sure I wouldn't sit on my wearable technology (my sensory in-built etablet in my shirt) and began to video the session. I wondered why they all stood up, all were in a line and then I heard it…..

If you jump to the left – we would be in transformation

If you jump to the right – we would stay in tradition

It’s best to stay right here

‘Cause we can be so independent

Let’s stay in this time warp again!
Let's Do The Time Warp Again!!!!!
 (I've changed the words to the chorus to reflect my scenario matrix)

Saturday, 10 August 2013

SP4Ed Session 5 - Newspaper Article 1: Has the Y30K bug wiped out Technology forever in 2030?

Has the Y30K bug wiped out Technology forever 
in 2030?

New Zealand Top Leader of the Conservative Trend Setters group Kram Gerberzuk announced today they have claimed responsibility for the Y30K virus which has just shut down two-thirds of the internet around the world. This admission came in the form of an announcement via the social media giant Koobecaf (which is privately owned by the CTS).

Recent cyber threats from the Conservative Trend Setters cybercrime portals were reported as saying they have not been taken seriously by the World Government Leaders - ‘The Lords’, on international issues such as education, global reduction in open resourcing revenue etc, but their concerns have fallen on deaf ears. Kram Gerberzuk reminded The Lords of the Y2K bug in the Year 2000 which was 30 years ago. It was a problem in the coding of computerized systems that was projected to create havoc in computer networks around the world at the beginning of the year 2000. But after more than a year of international alarm and hasty preparations, few major failures occurred in the transition period from December 31, 1999, to January 1, 2000. The Global Lords had reported they rejected any possibility of another global internet attack because the Y2K did not eventuate. They said "there have been many advances in technology since 2000 and this just would not happen today". The CTS group knew of this and realised there was no back-up system resilient enough to cope with such a high scale catastrophic virus bug that their elite programmers had created. By using the Y30K bug to take down the internet, this would be the way the group would finally be heard.

The social media giant Koobecaf was chosen as the only communication platform for discussions between Kram Gerberzuk and The Lords. There was urgent action needed to resolve the Internet black out, but so far talks have broken down between the two parties. CTS Leader Kram Gerberzuk released the following statement via Koobecaf today:

“Technology has controlled our lives in so many ways and is moving at an accelerated rate. We use technology for global communication, advancements in open resources and mass data collection, social media hologram collaboration, learning hubs and virtual ecoschools. We wear technology clothing and accessories, produce 3D products on mass and have artificial intelligence robots as higher education leaders. This has got to stop and my Trend Setters elite programmers are the ones that have just done that. All global communities except for the Pacific region no longer have access to the World Wide Web. As a world, we can not sustain outsourcing of resources in education and we must take stock of the global reduction in revenue because of this. It has had a major impact on our education systems over the last 30 years and we need to step sideways in order to look at more traditional ways of working, learning and living”.

While talks continue between the CTS and The Lords, much of the globe remains in the Technology/internet black out. How long will this be? I cannot say but be rest assured, I have dusted off the Imperial 66 typewriter and will have this breaking news story distributed by print media in no time at all!

Top News Editor
Sandra Whipp

Friday, 9 August 2013

SP4Ed Session 4 – Scenario Matrix

For my scenario matrix I have created four possible futures of learning scenarios. These futures rely on one critical uncertainty: Technology and the WWW.

I have incorporated ‘food for thought’ questions such as:
  • Can we continue to move forward and thrive in a technology driven world?
  • Are learners at risk of being 100% reliant on technology?
  • Will technology/WWW be accessible to all and available 24/7 forever?
I suggest the answers to these questions are an uncertainty and therefore meet the 3 conditions needed to question the plausibility of technology and the WWW. Therefore I present the scenario matrix.

The four quadrants of the scenario matrix are made up of a population of learners in each sector. (Due to my lack of brilliant image) I will name the quadrants: (colour coded to correspond with the image colour quadrants)
  1.  The World is Your Oyster quadrant
  2.  Conservative Trend Setters quadrant
  3.  The Time Warp Learners quadrant
  4.  The Local Go-Getters quadrant

The axes represent an opposing position/stance and therefore each quadrant works together with the axes on which they lie. They are:
  1. Top - Global Collaboration
  2. Right - Traditional
  3. Bottom - Local Independence
  4. Transformation

The World is Your Oyster quadrant:
Expectations and outcomes are extremely high and failure is not an option. The rate that technology has accelerated and developed is what drives this group forward. Dedication and flexibility are key  drivers for these learners. They are thought-provoking, content driven co-creators who thrive on ambition. A sense of trust is required by this group in order for complex real-world problems to be solved by means of global collaboration with other high ambitious achievers. These learners are focused on transforming the world by very heavy reliance on technology. A drawback for this quadrant is the natural resources of the world are heavily relied upon to ensure technology is available at all times.

Conservative Trend Setters quadrant:
This group are ‘think big, spend big’ but with caution learners. They like the speed of which technology has developed and sets the bar high for new innovation. There is choice for this group to enjoy a rich learning ecosystem and to be mindful of costs and revenue. Mobile and outsourcing of resources are encouraged but again, there are some still resistance from some in this quadrant who demand to have the flexibility of traditional methods of teaching/learning be available ‘just in case’.

The Time Warp Learners quadrant:
These learners are well known as ‘the hippies of the 21st century’ with a carefree she’ll be right attitude to the learning ecosystem that they are used to. Advancement in many areas of learning and technology are not high priorities and are few and far between for the Time Warpers. They are not content or knowledge driven and are stagnant and uninterested in what the rest of the global world are doing. They remain locally focused, enjoying the traditional status quo and live and learn mainly independently of the rest of the real world.

The Local Go-Getters quadrant:
This quadrant of learners are highly skilled, are wealthy in knowledge locally and nationally, have the competency and skills focus to transform with technology, but are uninformed internationally. The Local Go-Getters prefer their national independence and very rarely collaborate globally. These learners use national standards and assessments and have a high success rate among their learners. However, in this group the learners don’t always know what it is they need to know and without outsourcing to the international ecological system, their progress internationally will be minimal. 

(I must apologize for my matrix image - making it from shapes in Word and grouping them, it wouldn't give me the option of 'save picture as' so I 'print screened' it instead - some DGT teacher I am!!!!)
I can see it all so clear now!