In a truly connected campus, time, space and location should be absolutely irrelevant. “We should be able to build a digital twin of space and services and we need to think about things that are physical and digital – ‘phygital’,” he pointed out. https://t.co/cyud0rigZl
— Daniel Christian (he/him/his) (@dchristian5) September 8, 2021
“The government even went a step further in promoting the cryptocurrency’s use by giving $30 in free bitcoins to citizens who sign up for its national digital wallet…” https://t.co/Y4Apz1mKcp
— Daniel Christian (he/him/his) (@dchristian5) September 4, 2021
Scaling HyFlex for the Post-Pandemic Campus — from er.educause.edu by Jennifer Rider and Ayla Moore
Excerpt:
Setting up HyFlex courses on any campus requires thoughtful planning, careful analysis, continual assessment, and faculty support. But is HyFlex something that higher education institutions can and should permanently adopt in a post-pandemic world?
The Tomorrow Room on campus is a space where new technology will be showcased so that faculty can become familiar with the room design and technology before teaching in a HyFlex classroom.
DIGITAL SERIES – FUTURE OF WORK: THE NEXT GENERATION
Excerpt:
The working landscape in the United States has rapidly changed in the last 30 years. The one job-for-life model is vanishing and younger workers are trading in stability and security for flexibility and autonomy. GBH and PBS Digital Studios present the Future of Work digital series, a six-part docuseries chronicling six mid-career adults as they navigate the rapidly changing work landscape covering topics such as debt, the gig economy, remote working, career identity, and more.
5 Ways Higher Ed Will Be Upended — from chronicle.com by Arthur Levine and Scott Van Pelt
Colleges will lose power, prices will go down, and credentials will multiply — among other jarring shifts.
Excerpt:
The dominance of degrees and “just in case” education will diminish; nondegree certifications and “just in time” education will increase in status and value.
…
In contrast, “just in time” education teaches students the skills and knowledge they need right now. They may need to learn a foreign language for an coming trip or business deal. They may need to learn an emerging technology. “Just in time” education comes in all shapes and sizes, but diverges from traditional academic time standards, uniform course lengths, and common credit measures. Only a small portion of such programs award degrees; most grant certificates, microcredentials, or badges.
From DSC:
Long-time readers of this blog and my old blog at Calvin (then College) will see no surprises here:
This 12-year-old coder is set to earn over $400,000 after about 2 months selling NFTs — from cnbc.com by Taylor Locke
Excerpt:
But lately, non-fungible tokens, or NFTs, and the smart contracts, or collections of code, that power them, have caught Ahmed’s attention.
“I first learned about NFTs earlier this year,” Ahmed, who is based in London, tells CNBC Make It. “I got fascinated with NFTs because you can easily transfer the ownership of an NFT by the blockchain.”
From DSC:
Law professors who teach property and contracts might be interested in this as well. 🙂
And speaking of emerging technologies and the law, also see:
DC: Nice example of a learning ecosystem! pic.twitter.com/vOvZakjf59
— Daniel Christian (he/him/his) (@dchristian5) August 22, 2021
It’s time for leaders to get real about hybrid — from mckinsey.com by Aaron De Smet, Bonnie Dowling, Mihir Mysore, and Angelika Reich
Employers are ready to get back to significant in-person presence. Employees aren’t. The disconnect is deeper than most employers believe, and a spike in attrition and disengagement may be imminent.
Excerpt:
Once in a generation (if that), we have the opportunity to reimagine how we work. In the 1800s, the Industrial Revolution moved many in Europe and the United States from fields to factories. In the 1940s, World War II brought women into the workforce (if not the C-suite) at unprecedented rates. In the 1990s, the explosion of PCs and email drove a rapid increase in productivity and the speed of decision making, ushering in the digital age as we know it today. And in 2020, the COVID-19 pandemic drove employees out of offices to work from home. Thanks to the development and wide distribution of COVID-19 vaccines, 2021 presents another such opportunity. The return to the workplace is a chance to create a new, more effective operating model that works for companies and people navigating a world of increasing uncertainty. There is, however, one big catch: employers must confront the broadening disconnect between how they and their employees see the future.
Oregon Considering 2 Alternates to Bar Exam for Attorney Licensing — from lawandmore.typepad.com
Excerpt:
“In early July, the Oregon State Supreme Court took a major step in providing potential new ways to gain licensure as an attorney in the state. More specifically, it held a public hearing to consider a Oregon State Bar Board of Bar Examiners proposals to add two new ways to gain attorney licensure in the state: i) an experience-based learning pathway; and ii) a supervised practice pathway.” – Natalie Runyon, Thomson Reuters, July 23, 2021.
Legaltech Careers Guide: roles, organisations and routes into legaltech jobs — from lawtomated.com
Excerpt:
How do I get a job in legaltech? What guidance can you provide regarding legaltech careers? These are questions we get asked a lot. The people asking are both legal and other professionals looking to enter this increasingly diverse sector.
To scale our advice we’ve created this guide to careers in legaltech, legal ops and innovation roles, whether in law firms, vendors or in-house legal teams.
We aim to maintain this guide and update it as the market evolves, and as we learn new things about the people hiring and seeking roles in legaltech, legal ops and legal innovation.
Also see:
The College Program Attracting — and Retaining — Black Male Teachers — from edsurge.com by Rebecca Koenig
Excerpt:
When the initiative started two decades ago, people “really didn’t believe that we would be successful at being able to attract a 17- or 18-year-old Black male to become a second or third grade teacher,” says Roy Jones, a provost-distinguished professor at Clemson and the executive director of Call Me MISTER.
And yet, the program has graduated about 300 African American men from college education departments in South Carolina, more than doubling the number of Black men teaching in elementary and middle schools in the state.
