2018 icome international conference in Korea August 16-18

1. 2018. 8. 16.
Dr. Ilju Rha , Professor
Seoul National University, Seoul, Korea

2. Contents
2
01 Evolutions of Education
02 Evolutions of Music Industry
03 Implications
04 Transformation of Education

3. 3

4. The description is based on my own individual experience and understanding
Pre-history to Gutenberg
Gutenberg to Analog Technology
Future Shock Generation
Digital Network Generation

5. 1Prehistory to Gutenberg
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1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

6. 1Prehistory to Gutenberg
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

7. Survival was the most important thing
Short in resources- food, clothes, shelters
1Prehistory to Gutenberg
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1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

8. 1Prehistory to Gutenberg
Job skills
Elites need to rule common people
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Common-People-1812-1833.jpg
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

9. Elite education
Folk education
1Prehistory to Gutenberg
https://assets.wordpress.envato-static.com/uploads/2017/10/Guten2.jpg
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

10. 1Prehistory to Gutenberg
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1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision
Future will be the same as now (or similar to now):
"Linear continuous future" vision

11. “ Repetition”
or
“Doing more of the same things"
1Prehistory to Gutenberg
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1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

12. 2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

13. 2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

14. 2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

15. Industrial revolution
Expansion of knowledge in society
Schools and mass education
Wars
2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

16. 2Gutenberg to Analog Technology
Job related knowledge preparation
Education for common people
Preparation for future jobs
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

17. Learning to remember
Learning to apply
Retention
2Gutenberg to Analog Technology
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jals.com/ja/files/2012/12/LEARNAPPLY.jpg
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

18. Future is full of opportunities
2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

19. Future is full of opportunities
2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

20. Future is full of opportunities
2Gutenberg to Analog Technology
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

21. "Performance and problem solving"
2Gutenberg to Analog Technology
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1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

22. 3Future Shock generation
(Analog to Digital Period)
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision
“The illiterate of the 21st century will
not be those who cannot read and
write, but those who cannot learn,
unlearn, and relearn. ” ― Alvin Toffler

23. 3Future Shock generation
(Analog to Digital Period)
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

24. Uncertainty
Future shock
Post-industrial society
Changes in job systems and in performance structures
Knowledge explosion
3Future Shock generation
(Analog to Digital Period)
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

25. 3Future Shock generation
(Analog to Digital Period)
Learning to solve uncertain problems
Adaptation to the unknown future job
environment
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

26. Performance
Competencies
Learning how to learn
3Future Shock generation
(Analog to Digital Period)
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

27. Needs to have competencies to perform future
unknown jobs
Problem solving: Solve future authentic
problems
3Future Shock generation
(Analog to Digital Period)
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

28. 3Future Shock generation
(Analog to Digital Period)
“Ambiguous & uncertain future"
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

29. 4Digital Network Generation
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

30. 4Digital Network Generation
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

31. Web of knowledge (Exploded and still exploding)
Open linked resources - SPATs, Videos and 3Ds etc
Computational knowledge creation - AI, Big data & Adjusting
technology
4Digital Network Generation
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

32. 4Digital Network Generation
Prepare for new jobs yet to be created
Collaboration and collaborative abilities
Creativity and Ethics
Making & Generating - new jobs such as Blogger, Gamer,
Youtuber, BJ etc
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

33. 4Digital Network Generation
Learning to create
Learning together
Making
Designing
Fusion of knowledge
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

34. Create your own job for the future
4Digital Network Generation
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

35. 4Digital Network Generation
“Manageable & designable future"
1.Context 5.In Short,2.Needs for Education 3.Education 4.Vision

36. 36

37. 2016. The Evolution of the Music Industry - Where We Go From
Here
By AJ Agrawal

38.  New technology is changing the music industry dramatically
“Charles Darwin would be proud.
Today’s harsh music climate is certainly
putting his survival-of-the-fittest theory
to the test.”
- Billboard Magazine

39. The Evolution 1:
From Vinyl to Streaming

40. Vinyl -> Tape -> CD -> Downloads -> Streaming
The Evolution 1:
From Vinyl to Streaming

43. Key figures for 2017
•Global revenue
growth: +8.1%
•Digital share of
global revenues:
54%
•Digital revenue
growth: +19.1%
•Growth in streaming
revenues: +41.1%
•Physical revenues: -
5.4%
•Download revenue:
-20.5%

44. Everything has gone digital.
How we listen to music is not the
only thing that changed. How we
read and play music has as well.
The Evolution 2:
From Paper to Digital

45. In YouTube, you can learn just
about any instrument out there. You
can get a head start without having
to spend money on lessons.

46. The Evolution 3:
System Changes and Innovations
Record companies are working to fuel this recent return to growth, driven by
their ongoing investment, not only in artists but also in the digital
innovations that are enriching the experience of music fans all over the world.
Beyond their efforts to nurture and break artists, record companies have also
worked to foster growth in developing markets and have invested in the
systems to deliver, manage and track the global distribution of music.
Their partnerships are creating engaging ways for fans to access music on
multiple services and platforms. This contributed to Latin American revenues
growing by 17.7% and Asia and Australasia growing by 5.4%.

49. Music charts have typically combined two pieces of information: what people are listening to (radio,
jukeboxes and, today, streaming) and what records they're buying.
In the 1990s, chart information incorporated better data, with charts automatically being tracked via
scans at record stores.
The Musical Genome, the algorithm behind Pandora, sifts through 450 pieces of information about the
sound of a recording.
Shazam began as an idea that turned sound into data. The smartphone app takes an acoustic fingerprint of
song's sound to reveal the artist, song title and album title of the recording. When a user holds his phone
toward a speaker playing a recording, he quickly learns what he is hearing.
The listening habits of Shazam's 120 million active users can be viewed in real time, by geographic location.
The music industry now can learn how many people, when they heard a particular song, wanted to know the
name of the singer and artist. It gives real-time data that can shape decisions about how – and to whom –
songs are marketed, using the preferences of the listeners.
The Evolution 4:
Incorporating Computational Knowledge

51. How Has It Evolved Up to This Point?
“The tools for a new artistic fusion of aural, visual,
and dramatic means of expression ... are already
within the reach of almost every household ...
As music continues to evolve with the technology
and with input from other yet unidentified
players, it will likely be woven deeper into the
fabric of our daily existence and become even
more ubiquitous.”
- Berklee

53. 53

54. Survival of the fittest. –Change everything to survive (and
prosper!) including ground rules.
Computational knowledge plays a key role. –
take advantage of the data. Be creative in utilizing the data
generated from every possible elements of the industry
Train and empower the members. –artists need to
learn new skills. The whole industry needs to learn new skills.

55. 55

56. So, What about Education?

57. How we design the system. -Hard shell: operating rules,
Soft shell: system based approach to student learning, achievement
and development
How we adopt the computational knowledge.
-identifying and reducing risks. redesigning instruction and learning
environment so that student learning can better be managed.
How we train the “educationists.” -teachers
eventually transformed to educationists

60. Dr. Ilju Rha, Ph.D.
Professor, Seoul National University
iljurha@snu.ac.kr