Resources from Bluescape Brings Creatives Together to Ideate and Collaborate in New Ways at Cannes Lions 2019

  • Design with Greater Ease Using Bluescape on Wacom video <– From DSC: Very sharp!
  • Bluescape for Creatives – War Rooms video
  • Bluescape for Creatives – Review and Approve video
  • Bluescape for Creatives – Presentations and Storytelling video
  • Bluescape for Adobe Creative Cloud and Adobe XD page
  • Bluescape Speeds up UX/UI Design Cycle with XD Plugin video
 

5G and the tactile internet: what really is it? — from techradar.com by Catherine Ellis
With 5G, we can go beyond audio and video, communicating through touch

Excerpt:

However, the speed and capacity of 5G also opens up a wealth of new opportunities with other connected devices, including real-time interaction in ways that have never been possible before.

One of the most exciting of these is tactile, or haptic communication – transmitting a physical sense of touch remotely.

 

10 important Google Drive tips for teachers and educators — from educatorstechnology.com

Excerpt:

As the creator and owner of a folder, you have different sharing settings at your hand. You can share your folders with specific people via email and allow them to either view the folder or view and edit it. Drive also enables you to prevent collaborators  from changing access and adding new people by simply checking the box next to ‘prevent editors from changing access and adding new people’. Here is how to access sharing options of your folders…

 

Recommended books from RetrievalPractice.org
Check out our recommended books and reports that describe research on the science of learning and provide practical tips for classroom teaching.

 

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…plus several others

 

 

Law’s Looming Skills Crisis — from forbes.com by Mark Cohen

Excerpts (emphasis DSC):

The good news is that legal professionals have more career paths, lifestyle options, and geographic nimbleness than ever before. The bad news is that relatively few in the industry are prepared to fill the new roles.

A growing list of clients demand transformed legal services. What does that mean? Legal professionals must meld law, technology, and business and apply principles of digital transformation to the legal function. They must be proactive, data-driven, client-centric, and collaborative*. They must appreciate that clients want solutions to business challenges, not legal tomes.

Legal culture responds to the warp speed change—when it does at all– with buzzwords, denial, and self-congratulation. The packed calendar of industry award dinners celebrating pioneers, innovation, diversity, and other self-declared advances belies data exposing law’s dreadful scorecard on diversity, gender pay equality, advancement opportunities for non-white males, and other legal guild cultural holdovers. Then there’s the disconnect between the lawyer and client view of industry performance. Law’s net promoter score lags other professions and almost all industries. Legal culture needs a jolt; client-centricity, the ability to respond rapidly and effectively to new risk factors and challenges, data-driven judgments, and agile workforces are among law’s transformational musts.

Legal culture is slow to embrace data, technology, new delivery models, multidisciplinary practice, regulatory reform, collaboration, diversity, gender pay equality, the distinction between the practice of law and the delivery of legal services, client-centricity, and digital transformation. Law is rooted in precedent; it looks to the past to prepare for the future. That is no longer the world we live in.

 

From DSC:
*And I would add the ability to look into the future, develop some potential scenarios and some responses to those potential scenarios…in other words, practice some methods used in futurism.

I would encourage my colleagues within the legal education world — which includes the American Bar Association (ABA) — but also judges, lawyers, legislators, attorney generals, public defenders, and many others to realize that we need to massively pick up the pace if we are to help tame the wild west of emerging technologies these days!

 

 

 

 

With flip of a giant ceremonial switch, CMU starts effort to energize ‘learning engineering’ — from edsurge.com by Jeff Young

Excerpt:

Pittsburgh, PA—For a moment this week, the provost of Carnegie Mellon University looked a bit like a game show host as he grabbed the lever of an oversized switch and called on an audience to join him in a countdown—“5, 4, 3, 2, 1.” Then, he toggled the cardboard lever and declared open a new website, one that gave away software that took more than $100 million in grant funding to develop.

It was an unusually theatrical moment for a gathering to announce the release of software tools to help professors improve their teaching. But the organizers were playfully acknowledging the size of their project’s ambition—which they hope will spark a more data-driven and experimental approach to teaching at colleges around the country. And the flair was fitting, since success will end up being based not so much on how well the software works, but on how well its creators can attract momentum to their cause—and change the culture of the academic profession to make teaching an area professors are excited to make discoveries around.

Plenty of others have tried in the past to bring the principles of engineering to college teaching, though with limited success. In fact, the effort at Carnegie Mellon is named for Herbert Simon, a longtime professor at Carnegie Mellon who won a Nobel Prize in economics and devoted his energy and academic capital to trying to spread his ideas about turning teaching from a solo sport to a team effort. But it didn’t catch on widely in his lifetime.

 

From DSC:

…and devoted his energy and academic capital to trying to spread his ideas about turning teaching from a solo sport to a team effort. But it didn’t catch on widely in his lifetime.

Why do you supposed getting faculty members to use a team-based approach is so difficult? We really need to look at that, especially if institutions of higher education are going to keep increasing how much it costs to take courses at their schools — and all the while placing the emphasis on research…not teaching.

Like using an indexing fund in investing — vs. a hand-picked set of stocks — a team-based approach will be more effective the majority of the time. How can it not? There are simply too many skillsets/interests needed, especially as teaching and learning continues to move more online.

 

“Learning by doing appears to have a 6x better [outcome] than learning by watching or reading,” Koedinger said. He and his colleagues published an academic paper with the finding called Learning is Not a Spectator Sport.

 

Also see:

 

Minerva’s Innovative Platform Makes Quality Higher Ed Personal and Affordable — from linkedin.com by Tom Vander Ark

Excerpt:

The first external partner, the Hong Kong University of Science and Technology (HKUST), loved the course design and platform but told Nelson they couldn’t afford to teach 15 students at a time. The Minerva team realized that to be applicable at major universities, active learning needed to be scalable.

Starting this summer, a new version of Forum will be available for classes of up to 400 at a time. For students, it will still feel like a small seminar. They’ll see the professor, themselves, and a dozen other students. Forum will manage the movement of students from screen to screen. “Everybody thinks they are in the main room,” said Nelson.

Forum enables real-time polling and helps professors create and manage breakout groups.

Big Implications
With Forum, “For the first time you can deliver better than Ivy League education at absurdly low cost,” said Nelson.

Online courses and MOOCs just repackaged the same format and just offered it with less interaction. As new Forum partners will demonstrate, “It’s possible to deliver a year of undergraduate education that is vastly superior for under $5,000 per student,” added Nelson.

He’s excited to offer a turnkey university solution that, for partners like Oxford Teachers Academy, will allow new degree pathways for paraprofessionals that can work, learn, and earn a degree and certification.

 

Perhaps another piece of the puzzle is falling into place…

 

Another piece of the puzzle is coming into place...for the Learning from the Living Class Room vision

 

 

Collaborate in VR and AR with the Wild’s Revit Add-In — from revitiq.com by Gabe Paez

Excerpt:

Sharing your model in The Wild enables you to cohabitate the space with your collaborators. Anyone with access can join using their own virtual reality headset and explore the space with you, whether they’re located in the same building or across the world.

 

 

The Growing Profile of Non-Degree Credentials: Diving Deeper into ‘Education Credentials Come of Age’ — from evolllution.com by Sean Gallagher
Higher education is entering a “golden age” of lifelong learning and that will mean a spike in demand for credentials. If postsecondary institutions want to compete in a crowded market, they need to change fast.

Excerpts (emphasis DSC):

One of the first levels of opportunity is simply embedding the skills that are demanded in the job market into educational programs. Education certainly has its own merits independent of professional outcomes. But critics of higher education who suggest graduates aren’t prepared for the workforce have a point in terms of the opportunity for greater job market alignment, and less of an “ivory tower” mentality at many institutions. Importantly, this does not mean that there isn’t value in the liberal arts and in broader ways of thinking—problem solving, leadership, critical thinking, analysis, and writing are among the very top skills demanded by employers across all educational levels. These are foundational and independent of technical skills.

The second opportunity is building an ecosystem for better documentation and sharing of skills—in a sense what investor Ryan Craig has termed a “competency marketplace.” Employers’ reliance on college degrees as relatively blunt signals of skill and ability is partly driven by the fact that there aren’t many strong alternatives. Technology—and the growth of platforms like LinkedIn, ePortfolios and online assessments—is changing the game. One example is digital badges, which were originally often positioned as substitutes to degrees or certificates.

Instead, I believe digital badges are a supplement to degrees and we’re increasingly seeing badges—short microcredentials that discretely and digitally document competency—woven into degree programs, from the community college to the graduate degree level.

 

However, it is becoming increasingly clear that the market is demanding more “agile” and shorter-form approaches to education. Many institutions are making this a strategic priority, especially as we read the evolution of trends in the global job market and soon enter the 2020s.

Online education—which in all its forms continues to slowly and steadily grow its market share in terms of all higher ed instruction—is certainly an enabler of this vision, given what we know about pedagogy and the ability to digitally document outcomes.

 

In addition, 64 percent of the HR leaders we surveyed said that the need for ongoing lifelong learning will demand higher levels of education and more credentials in the future.

 

Along these lines of online-based collaboration and learning,
go to the 34 minute mark of this video:

 

From DSC:
The various pieces are coming together to build the next generation learning platform. Although no one has all of the pieces yet, the needs/trends/signals are definitely there.

 

Daniel Christian-- Learning from the Living Class Room

 

Addendums on 4/20/19:

 

 

Microsoft and OpenClassrooms to train students to fill high-demand AI jobs — from news.microsoft.com

Excerpt:

Strategic partnership aims to address the talent gap in technology hiring
PARIS – April 3, 2019 – Microsoft Corp. and online education leader OpenClassrooms are announcing a new partnership to train and prepare students for artificial intelligence (AI) jobs in the workplace. The collaboration is designed to provide more students with access to education to learn in-demand skills and to qualify for high-tech jobs, while giving employers access to great talent to fill high-tech roles.

The demand for next-generation artificial intelligence skills has far outpaced the number of candidates in the job market. One estimate suggests that, by 2022, a talent shortage will leave as many as 30% of AI and data skills jobs open.

 

Students who complete the program are guaranteed a job within six months or they will receive a full refund from OpenClassrooms.

 

Also see:

Tesla START: Student Automotive Technician Program

Excerpt:

Tesla START is an intensive training program designed to provide students across North America with the skills necessary for a successful career with Tesla—at the forefront of the electric vehicle revolution. During the program, students will develop technical expertise and earn certifications through a blended approach of in-class theory, hands-on labs and self-paced learning.

We are partnering with colleges across the country to integrate Tesla START into automotive technician curriculums as a 12-week capstone—providing students with a smooth transition from college to full-time employment.

 

Collaboration technology is fueling enterprise transformation – increasing agility, driving efficiency and improving productivity. Join Amy Chang at Enterprise Connect where she will share Cisco’s vision for the future of collaboration, the foundations we have in place and the amazing work we’re driving to win our customers’ hearts and minds. Cognitive collaboration – technology that weaves context and intelligence across applications, devices and workflows, connecting people with customers & colleagues, to deliver unprecedented experiences and transform how we work – is at the heart of our efforts. Join this session to see our technology in action and hear how our customers are using our portfolio of products today to transform the way they work.

 

 

 

 

Is Thomas Frey right? “…by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”

From a fairly recent e-newsletter from edsurge.com — though I don’t recall the exact date (emphasis DSC):

New England is home to some of the most famous universities in the world. But the region has also become ground zero for the demographic shifts that promise to disrupt higher education.

This week saw two developments that fit the narrative. On Monday, Southern Vermont College announced that it would shut its doors, becoming the latest small rural private college to do so. Later that same day, the University of Massachusetts said it would start a new online college aimed at a national audience, noting that it expects campus enrollments to erode as the number of traditional college-age students declines in the coming years.

“Make no mistake—this is an existential threat to entire sectors of higher education,” said UMass president Marty Meehan in announcing the online effort.

The approach seems to parallel the U.S. retail sector, where, as a New York Times piece outlines this week, stores like Target and WalMart have thrived by building online strategies aimed at competing with Amazon, while stores like Gap and Payless, which did little to move online, are closing stores. Of course, college is not like any other product or service, and plenty of campuses are touting the richness of the experience that students get by actually coming to a campus. And it’s not clear how many colleges can grow online to a scale that makes their investments pay off.

 

“It’s predicted that over the next several years, four to five major national players with strong regional footholds will be established. We intend to be one of them.”

University of Massachusetts President Marty Meehan

 

 

From DSC:
That last quote from UMass President Marty Meehan made me reflect upon the idea of having one or more enormous entities that will provide “higher education” in the future. I wonder if things will turn out to be that we’ll have more lifelong learning providers and platforms in the future — with the idea of a 60-year curriculum being an interesting idea that may come into fruition.

Long have I predicted that such an enormous entity would come to pass. Back in 2008, I named it the Forthcoming Walmart of Education. But then as the years went by, I got bumbed out on some things that Walmart was doing, and re-branded it the Forthcoming Amazon.com of Higher Education. We’ll see how long that updated title lasts — but you get the point. In fact, the point aligns very nicely with what futurist Thomas Frey has been predicting for years as well:

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider. (source)

I realize that education doesn’t always scale well…but I’m thinking that how people learn in the future may be different than how we did things in the past…communities of practice comes to mind…as does new forms of credentialing…as does cloud-based learner profiles…as does the need for highly efficient, cost-effective, and constant opportunities/means to reinvent oneself.

Also see:

 

 

Addendum:

74% of consumers go to Amazon when they’re ready to buy something. That should be keeping retailers up at night. — from cnbc.com

Key points (emphasis DSC)

  • Amazon remains a looming threat for some of the biggest retailers in the country — like Walmart, Target and Macy’s.
  • When consumers are ready to buy a specific product, nearly three-quarters of them, or 74 percent, are going straight to Amazon to do it, according to a new study by Feedvisor.
  • By the end of this year, Amazon is expected to account for 52.4 percent of the e-commerce market in the U.S., up from 48 percent in 2018.

 

“In New England, there will be between 32,000 and 54,000 fewer college-aged students just seven years from now,” Meehan said. “That means colleges and universities will have too much capacity and not enough demand at a time when the economic model in higher education is already straining under its own weight.” (Marty Meehan at WBUR)

 

 

Why AI is a threat to democracy — and what we can do to stop it — from technologyreview.com by Karen Hao and Amy Webb

Excerpt:

Universities must create space in their programs for hybrid degrees. They should incentivize CS students to study comparative literature, world religions, microeconomics, cultural anthropology and similar courses in other departments. They should champion dual degree programs in computer science and international relations, theology, political science, philosophy, public health, education and the like. Ethics should not be taught as a stand-alone class, something to simply check off a list. Schools must incentivize even tenured professors to weave complicated discussions of bias, risk, philosophy, religion, gender, and ethics in their courses.

One of my biggest recommendations is the formation of GAIA, what I call the Global Alliance on Intelligence Augmentation. At the moment people around the world have very different attitudes and approaches when it comes to data collection and sharing, what can and should be automated, and what a future with more generally intelligent systems might look like. So I think we should create some kind of central organization that can develop global norms and standards, some kind of guardrails to imbue not just American or Chinese ideals inside AI systems, but worldviews that are much more representative of everybody.

Most of all, we have to be willing to think about this much longer-term, not just five years from now. We need to stop saying, “Well, we can’t predict the future, so let’s not worry about it right now.” It’s true, we can’t predict the future. But we can certainly do a better job of planning for it.

 

 

 

 

 

LinkedIn Learning’s 2019 Workplace Learning Report: Key Findings

Excerpt:

In 2019, our survey indicates that talent developers will spend more time finding and closing skills gaps while exploring learner engagement tactics to inspire the modern learner, including the incoming Gen Z workforce.

The shift is on and the stakes are high.

 

 

 

Police across the US are training crime-predicting AIs on falsified data — from technologyreview.com by Karen Hao
A new report shows how supposedly objective systems can perpetuate corrupt policing practices.

Excerpts (emphasis DSC):

Despite the disturbing findings, the city entered a secret partnership only a year later with data-mining firm Palantir to deploy a predictive policing system. The system used historical data, including arrest records and electronic police reports, to forecast crime and help shape public safety strategies, according to company and city government materials. At no point did those materials suggest any effort to clean or amend the data to address the violations revealed by the DOJ. In all likelihood, the corrupted data was fed directly into the system, reinforcing the department’s discriminatory practices.


But new research suggests it’s not just New Orleans that has trained these systems with “dirty data.” In a paper released today, to be published in the NYU Law Review, researchers at the AI Now Institute, a research center that studies the social impact of artificial intelligence, found the problem to be pervasive among the jurisdictions it studied. This has significant implications for the efficacy of predictive policing and other algorithms used in the criminal justice system.

“Your system is only as good as the data that you use to train it on,” says Kate Crawford, cofounder and co-director of AI Now and an author on the study.

 

How AI is enhancing wearables — from techopedia.com by Claudio Butticev
Takeaway: Wearable devices have been helping people for years now, but the addition of AI to these wearables is giving them capabilities beyond anything seen before.

Excerpt:

Restoring Lost Sight and Hearing – Is That Really Possible?
People with sight or hearing loss must face a lot of challenges every day to perform many basic activities. From crossing the street to ordering food on the phone, even the simplest chore can quickly become a struggle. Things may change for these struggling with sight or hearing loss, however, as some companies have started developing machine learning-based systems to help the blind and visually impaired find their way across cities, and the deaf and hearing impaired enjoy some good music.

German AI company AiServe combined computer vision and wearable hardware (camera, microphone and earphones) with AI and location services to design a system that is able to acquire data over time to help people navigate through neighborhoods and city blocks. Sort of like a car navigation system, but in a much more adaptable form which can “learn how to walk like a human” by identifying all the visual cues needed to avoid common obstacles such as light posts, curbs, benches and parked cars.

 

From DSC:
So once again we see the pluses and minuses of a given emerging technology. In fact, most technologies can be used for good or for ill. But I’m left with asking the following questions:

  • As citizens, what do we do if we don’t like a direction that’s being taken on a given technology or on a given set of technologies? Or on a particular feature, use, process, or development involved with an emerging technology?

One other reflection here…it’s the combination of some of these emerging technologies that will be really interesting to see what happens in the future…again, for good or for ill. 

The question is:
How can we weigh in?

 

Also relevant/see:

AI Now Report 2018 — from ainowinstitute.org, December 2018

Excerpt:

University AI programs should expand beyond computer science and engineering disciplines. AI began as an interdisciplinary field, but over the decades has narrowed to become a technical discipline. With the increasing application of AI systems to social domains, it needs to expand its disciplinary orientation. That means centering forms of expertise from the social and humanistic disciplines. AI efforts that genuinely wish to address social implications cannot stay solely within computer science and engineering departments, where faculty and students are not trained to research the social world. Expanding the disciplinary orientation of AI research will ensure deeper attention to social contexts, and more focus on potential hazards when these systems are applied to human populations.

 

Furthermore, it is long overdue for technology companies to directly address the cultures of exclusion and discrimination in the workplace. The lack of diversity and ongoing tactics of harassment, exclusion, and unequal pay are not only deeply harmful to employees in these companies but also impacts the AI products they release, producing tools that perpetuate bias and discrimination.

The current structure within which AI development and deployment occurs works against meaningfully addressing these pressing issues. Those in a position to profit are incentivized to accelerate the development and application of systems without taking the time to build diverse teams, create safety guardrails, or test for disparate impacts. Those most exposed to harm from 42 these systems commonly lack the financial means and access to accountability mechanisms that would allow for redress or legal appeals. 233 This is why we are arguing for greater funding for public litigation, labor organizing, and community participation as more AI and algorithmic systems shift the balance of power across many institutions and workplaces.

 

Also relevant/see:

 

 

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