From DSC:
I have been trying to blog more about learning how to learn — and to provide some more resources on metacognition and the like.
Along these lines — and with permission from the author — the following excerpt is from Quentin Schultze’s solid book, Communicate like a True Leader (pages 35 & 36). I asked Quin if I could share this excerpt because I think it could be a great strategyto share with students (at least for them to experiment with, and try it out to see if it helps them). Whether they know it or not, learning how to learn is THEE key skill these days.
Quin would also emphasize some other items such as listening, attending to reality, communicating effectively with others, and more…but my focus here is on learning strategies. So I share it in the hope that it will help some of you students out there just as it helped Quin.
During the beginning of my sophomore year, I started reviewing each day’s class notes after classes were over. I soon realized how little I recalled even of that day’s lectures and discussions. It dawned on me that normal note-taking merely gave me the impression that I was learning. I implemented a strategy that revolutionized my learning, launched me successfully into graduate school, helped me become a solid teacher, equipped me to be a productive researcher-writer, and made it possible for me to be an engaging speaker.
I not only reviewed my notes daily. I rewrote them from scratch within a couple of hours of each class meeting. I used my actual course notes as prompts to recall more of the lecture and to help me organize my own reactions to the material. My notes expanded. My retention swelled.
My revised notes became a kind of journal of my dialogue with the instructor and the readings. I integrated into my revised course notes my daily reading notes, reworking them into language that was meaningful to me and preparing to ask the instructor at the next class anything that I was uncertain about. From then on I earned nearly straight A’s with far less cramming for exams.
Moreover, I had begun journaling about my learning — one of the most important communication skills. I became a real learner by discovering how to pay attention to others and myself.
“Rise of the machines” — from January 2018 edition of InAVate magazine AI is generating lots of buzz in other verticals, but what can AV learn from those? Tim Kridel reports.
From DSC: Learning spaces are relevant as well in the discussion of AI and AV-related items.
A full-width frosted glass panel sits on the desk surface, above it fixed in the ceiling is a Wolfvision VZ-C12 visualiser. This means the teaching staff can write on the (wipeclean) surface and the text appears directly on two 94-in screens behind them, using Christie short-throw laser 4,000 lumens projectors. When the lecturer is finished or has filled up the screen with text, the image can be saved on the intranet or via USB. Simply wipe with a cloth and start again. Not only is the technology inventive, but it allows the teaching staff to remain in face-to-face contact with the students at all times, instead of students having to stare at the back of the lecturer’s head whilst they write.
Many postsecondary institutions have started to explore what it means to develop and demonstrate teaching expertise, recognizing not only the complexities of teaching and of documenting the experiences of teaching, but also that teaching expertise is developed through a learning process that continues over time(Hendry & Dean, 2002; Kreber, 2002). Our framework (see below graphic) for this growth of teaching expertise draws from the scholarly literature related to postsecondary teaching and learning to demonstrate that teaching expertise involves multiple facets, habits of mind (or ways of knowing and being), and possible developmental activities.
The Structure of the Framework Our framework (Figure 1) introduces three foundational habits of mind—inclusive, learning-centered, and collaborative ways of knowing and being—that ground five interwoven and non-hierarchical facets of teaching expertise:
teaching and supporting learning
professional learning and development
mentorship
research, scholarship, and inquiry
educational leadership
Figure 1: Conceptualization of a framework for the development of teaching expertise
This framework is “written in pencil” in that it is meant to be shared, adapted, and used according to the needs of local contexts. The intention is to provide a scholarly framework for recognizing the breadth of characteristics involved in the development of teaching expertise in postsecondary contexts across all career stages.
Using a combination of LinkedIn data and survey results, we determined both the soft and the hard skills companies need most. And then we provided LinkedIn Learning courses that teach those skills, which we’ve made free for all of January 2018.
Enjoy. Learning these skills will help you stay ahead of change and make the most of all that opportunity in 2018.
As we enter 2018 it’s become clear that the jobs landscape in the United States is changing. How people are thinking about their careers and how they define success is changing. The rise of technology across every industry has created a flurry of new jobs and associated skills (and these aren’t necessarily all tech roles). While we all may take a different approach to reach our own definition of success, we’ve compiled a list of the most promising jobs and in-demand skills, plus a few stand-out trends, to help you get there.
The Trends
You don’t need to be technical to be successful. Despite the prominence of technical jobs and skills, soft skills like management, leadership, and strategy are equally as important. The proof is in the data: we surveyed 2,000 business leaders who told us the soft skills most in-demand are leadership, communication, collaboration, and time management. In fact, 57% of them said these soft skills are more important than hard skills.
Customer is king. As we saw in our Emerging Jobs Report, as a side effect of the technology boom, customer success, marketing, and sales-related jobs are growing quickly. Reaching potential customers and ensuring current customers are successful with your product are both critical for business success.
Technology is here to stay. Year-over-year technology jobs and skills have dominated these lists, and that’s a trend that’s likely here to stay. All jobs are likely going to require some technical skills in the future, so make sure to brush up on the basics.
Television. TV. There’s an app for that. Finally! TV — that is, live shows such as the news, specials, documentaries (and reality shows, if you must) — is now just like Candy Crunch and Facebook. TV apps (e.g., DirecTV Now) are available on all devices — smartphones, tablets, laptops, Chromebooks. Accessing streams upon streams of videos is, literally, now just a tap away.
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Plain and simple: readily accessible video can be a really valuable resource for learners and learning.
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Not everything that needs to be learned is on video. Instruction will need to balance the use of video with the use of printed materials. That balance, of course, needs to take in cost and accessibility.
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Now for the 800 pound gorilla in the room: Of course, that TV app could be a huge distraction in the classroom. The TV app has just piled yet another classroom management challenge onto a teacher’s back.
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That said, it is early days for TV as an app. For example, HD (High Definition) TV demands high bandwidth — and we can experience stuttering/skipping at times. But, when 5G comes around in 2020, just two years from now, POOF, that stuttering/skipping will disappear. “5G will be as much as 1,000 times faster than 4G.” Yes, POOF!
From DSC: Learning via apps is here to stay. “TV” as apps is here to stay. But what’s being described here is but one piece of the learning ecosystem that will be built over the next 5-15 years and will likely be revolutionary in its global impact on how people learn and grow. There will be opportunities for social-based learning, project-based learning, and more — with digital video being a component of the ecosystem, but is and will be insufficient to completely move someone through all of the levels of Bloom’s Taxonomy.
I will continue to track this developing learning ecosystem, but voice-driven personal assistants are already here. Algorithm-based recommendations are already here. Real-time language translation is already here. The convergence of the telephone/computer/television continues to move forward. AI-based bots will only get better in the future. Tapping into streams of up-to-date content will continue to move forward. Blockchain will likely bring us into the age of cloud-based learner profiles. And on and on it goes.
We’ll still need teachers, professors, and trainers. But this vision WILL occur. It IS where things are heading. It’s only a matter of time.
Two University at Buffalo education researchers have teamed up to create an interactive classroom environment in which state-of-the-art virtual reality simulates difficult student behavior, a training method its designers compare to a “flight simulator for teachers.”
The new program, already earning endorsements from teachers and administrators in an inner-city Buffalo school, ties into State University of New York Chancellor Nancy L. Zimpher’s call for innovative teaching experiences and “immersive” clinical experiences and teacher preparation.
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The training simulator Lamb compared to a teacher flight simulator uses an emerging computer technology known as virtual reality. Becoming more popular and accessible commercially, virtual reality immerses the subject in what Lamb calls “three-dimensional environments in such a way where that environment is continuous around them.” An important characteristic of the best virtual reality environments is a convincing and powerful representation of the imaginary setting.
TeachLive.org TLE TeachLivE™ is a mixed-reality classroom with simulated students that provides teachers the opportunity to develop their pedagogical practice in a safe environment that doesn’t place real students at risk. This lab is currently the only one in the country using a mixed reality environment to prepare or retrain pre-service and in-service teachers. The use of TLE TeachLivE™ Lab has also been instrumental in developing transition skills for students with significant disabilities, providing immediate feedback through bug-in-ear technology to pre-service teachers, developing discrete trial skills in pre-service and in-service teachers, and preparing teachers in the use of STEM-related instructional strategies.
From DSC: It will be interesting to see all the “places” we will be able to go and interact within — all from the comfort of our living rooms! Next generation simulators should be something else for teaching/learning & training-related purposes!!!
The next gen learning platform will likely offer such virtual reality-enabled learning experiences, along with voice recognition/translation services and a slew of other technologies — such as AI, blockchain*, chatbots, data mining/analytics, web-based learner profiles, an online-based marketplace supported by the work of learning-based free agents, and others — running in the background. All of these elements will work to offer us personalized, up-to-date learning experiences — helping each of us stay relevant in the marketplace as well as simply enabling us to enjoy learning about new things.
But the potentially disruptive piece of all of this is that this next generation learning platform could create an Amazon.com of what we now refer to as “higher education.” It could just as easily serve as a platform for offering learning experiences for learners in K-12 as well as the corporate learning & development space.
In 2014, Kings College in New York became the first university in the U.S. to accept Bitcoin for tuition payments, a move that seemed more of a PR stunt than the start of some new movement. Much has changed since then, including the value of Bitcoin itself, which skyrocketed to more than $19,000 earlier this month, catapulting cryptocurrencies into the mainstream.
A handful of other universities (and even preschools) now accept Bitcoin for tuition, but that’s hardly the extent of how blockchains and tokens are weaving their way into education: Educators and edtech entrepreneurs are now testing out everything from issuing degrees on the blockchain to paying people in cryptocurrency for their teaching.
The educational technology sector grew substantially in 2017 and all signs point to even greater growth in 2018. Over the past year, the sector was buoyed by several key factors, including a growing recognition that as big data restructures work at an unprecedented pace, there is an urgent need to rethink how education is delivered. In fact, there is now growing evidence that colleges and universities, especially if they continue to operate as they have in the past, will simply not be able to produce the workers needed to fill tomorrow’s jobs. Ed tech, with its capacity to make education more affordable, flexible, and relevant, is increasingly being embraced as the answer to the Fourth Industrial Revolution’s growing talent pipeline challenges.
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K-12 virtual schools will become a preferred choice
Voice-activation will transform the Learning Management System (LMS) sector
Data will drive learning
Higher ed will increase online course and program offerings
No one can predict how the future will shake out, but we can make some educated guesses.
Global design and strategy firm frog has shared with Business Insider its forecasts for the technologies that will define the upcoming year. Last year, the firm correctly predicted that buildings would harness the power of nature and that businesses would continue using artificially-intelligent bots to run efficiently.
Get ready to step into the future.
Artificial intelligence will inspire how products are designed
Other companies will join Google in the ‘Algorithm Hall of Fame’
Virtual and augmented reality will become communal experiences
Democracy will cozy up to the blockchain
Augmented reality will invite questions about intellectual property
Consumer tech will feel even friendlier
Tech will become inclusive for all
Anonymous data will make life smarter but still private
Ultra-tiny robots will replace medicine for certain patients
The way we get around will fundamentally transform
Businesses will use data and machine learning to cater to customers
Social media will take on more corporate responsibility
This three-part lab can be experienced all at once or separately. At the beginning of each part, Beatriz’s brain acts as an omniscient narrator, helping learners understand how changes to the brain affect daily life and interactions.
Pre and post assessments, along with a facilitation guide, allow learners and instructors to see progression towards outcomes that are addressed through the story and content in the three parts, including:
1) increased knowledge of Alzheimer’s disease and the brain
2) enhanced confidence to care for people with Alzheimer’s disease
3) improvement in care practice
Why a lab about Alzheimer’s Disease?
The Beatriz Lab is very important to us at Embodied Labs. It is the experience that inspired the start of our company. We believe VR is more than a way to evoke feelings of empathy; rather, it is a powerful behavior change tool. By taking the perspective of Beatriz, healthcare professionals and trainees are empowered to better care for people with Alzheimer’s disease, leading to more effective care practices and better quality of life. Through embodying Beatriz, you will gain insight into life with Alzheimer’s and be able to better connect with and care for your loved ones, patients, clients, or others in this communities who live with the disease every day. In our embodied VR experience, we hope to portray both the difficult and joyful moments — the disease surely is a mix of both.
As part of the experience, you will take a 360 degree trip into Beatriz’s brain,
and visit a neuron “forest” that is being affected by amyloid beta plaques and tau proteins.
From DSC: I love the work that Carrie Shaw and @embodiedLabs are doing! Thanks Carrie & Company!
As VR continues to grow and improve, the experiences will feel more real. But for now, here are the best business conference applications in virtual reality.
A sign of how Apple is supporting VR in parts of its ecosystem, Final Cut Pro X (along with Motion and Compressor), now has a complete toolset that lets you import, edit, and deliver 360° video in both monoscopic and stereoscopic formats.
Final Cut Pro X 10.4 comes with a handful of slick new features that we tested, such as advanced color grading and support for High Dynamic Range (HDR) workflows. All useful features for creators, not just VR editors, especially since Final Cut Pro is used so heavily in industries like video editing and production. But up until today, VR post-production options have been minimal, with no support from major VR headsets. We’ve had options with Adobe Premiere plus plugins, but not everyone wants to be pigeon-holed into a single software option. And Final Cut Pro X runs butter smooth on the new iMac, so there’s that.
Now with the ability to create immersive 360° films right in Final Cut Pro, an entirely new group of creators have the ability to dive into the world of 360 VR video. Its simple and intuitive, something we expect from an Apple product. The 360 VR toolset just works.
HWAM’s first exhibition is a unique collection of Star Wars production pieces, including the very first drawings made for the film franchise and never-before-seen production art from the original trilogy by Lucasfilm alum Joe Johnston, Ralph McQuarrie, Phil Tippett, Drew Struzan, Colin Cantwell, and more.
Will virtual reality help you learn a language more quickly? Or will it simply replace your memory?
VR is the ultimate medium for delivering what is known as “experiential learning.” This education theory is based on the idea that we learn and remember things much better when doing something ourselves than by merely watching someone else do it or being told about it.
The immersive nature of VR means users remember content they interact with in virtual scenarios much more vividly than with any other medium. (According to experiments carried out by professor Ann Schlosser at the University of Washington, VR even has the capacity to prompt the development of false memories.)
A recent study by Oxford university estimates that nearly half of all jobs in the US are at risk from automation and computers in the next 20 years. While advancing technologies have been endangering jobs since the start of the Industrial Revolution, this time it is not just manual posts: artificial intelligence — the so-called fourth industrial revolution — promises to change the shape of professional work as well.
For instance, lawtech is already proving adept at sorting and analysing legal documents far faster and more cheaply than junior lawyers can. Similarly, routine tasks in accounting are succumbing to AI at the expense of more junior staff.
The next generation will need a new set of skills to survive, let alone thrive, in an AI world. Literacy, numeracy, science and languages are all important, but they share one thing in common: computers are going to be far better than humans at processing these forms of explicit knowledge. The risk is that the education system will be churning out humans who are no more than second-rate computers, so if the focus of education continues to be on transferring explicit knowledge across the generations, we will be in trouble.
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The AI challenge is not just about educating more AI and computer experts, although that is important. It is also about building skills that AI cannot emulate. These are essential human skills such as teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict.
Evaluation and league tables are a barrier to success — you get what you measure in education as much as you do in business.
From DSC: “Teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict.” Do our standardized tests measure these types of things? No, I agree with you. They don’t. They measure “know-what skills.”
“We are doubling down on the idea that if we get children to know things and regurgitate them in a certain way in an exam, then we are setting them up for success in life.”
Inequality Gets Worse From Here Our new report on the future of work and learning illustrated how the combination of artificial intelligence, big data and enabling technologies like robotics are changing the employment landscape fast.
From DSC: I sat down for a cup of coffee the other day with an experienced, wise, elderly learning expert. He was virtually a walking encyclopedia of knowledge around matters related to training, teaching, and learning. It was such a gift to learn from his numerous years’ worth of experience and his hard earned knowledge!!!I rarely use the phrase learningexpert because it’s very difficult to be an expert when it comes to how people learn. But in this case, that phrase works just fine for me.
This elderly gentleman had years’ worth of experiences involving instructional design, coaching, teaching, and training behind him. He mentioned several things that I want to record and relay here, such as:
In terms of higher education, we need to move from a content orientation to a process orientation — i.e., helping our students learn how to learn (i.e., providing some effective methods/best practices such as this article and this study discuss for example).
While I agree that this is a good call, I still think that we’ll need some level of content delivery though. As Daniel Willingham asserts in his book, Why don’t students like school?, students still need to have a base knowledge of a subject so that they can recall that information and integrate it into other situations. Per Willingham, we can’t expect learners to become experts and think like experts without that base level of knowledge in a subject. But if they never had that information in the first place, they couldn’t recall it or bring it up for application in another context. That said, I highly agree that students need to graduate from high school and college having a much better idea on how to learn. Such a skill will serve them very well over their lifetimes, especially in this new exponential pace of change that we’re now experiencing.
Speaking of contexts, this wise gentleman said that we need to move from being content driven to being concept driven and context driven. The trick here is how to implement this type of pedagogy within higher education. It’s hard to anticipate the myriad of potential contexts our students could find themselves in in the future. Perhaps we could provide 2-3 contexts as examples for them.
Students need to interact with the content. It won’t have any sort of lasting impact if it’s simply an information transmission model. This is why he practiced (what we today call) active learning based classrooms and project-based learning when he taught college students years ago. This is why he has attendees in his current training-related courses apply/practice what they’ve just been told. Along these lines, he also likes to use open-ended questions and allow for the process of discovery to occur.
The point of teaching is to make learning possible.
Learning is change. No change. No learning. An interesting, bold perspective that I appreciated hearing. What do you think of this assertion?
For each educational/training-related item, he asks 3 questions:
What does it mean?
Why is it important?
What am I going to do with it?
There was soooooo much knowledge in this wise man’s brain. I reflected on how much information and expertise we lose when instructional designers, teachers, professors, learning theorists (and many others) retire and leave their fields. I asked him if he was blogging to help pass this information along to the next generations, but he said no…there was too much on his plate (which I believe, as he was highly energetic, driven, and active). But I find that when one finally gets enough knowledge to even being close to being called an expert, then it’s time to retire. We often lose that knowledge and people end up reinventing the wheel all over again.
Again, it was such a pleasure to talk with an older gentleman with years of experience under his belt — one who had clearly put a great deal of time and effort into his learning about learning. In an age when America discards the elderly and worships youth, there is an important lesson here.
In an age when organizations are letting their older, more experienced employees go — only to hire much younger people at 1/2 the former wages — we should learn from some of the other nations and cultures who highly respect and lift up the more experienced employees — and the elderly — and who actively seek out their counsel and wisdom. Such people are often worth every penny of their wages.
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What do you think? Am I off base on some of my responses/reflections? How do these things strike you?
At North Carolina State University, Assistant Professor of Chemistry Denis Fourches uses technology to research the effectiveness of new drugs. He uses computer programs to model interactions between chemical compounds and biological targets to predict the effectiveness of the compound, narrowing the field of drug candidates for testing. Lately, he has been using a new program that allows the user to create 3D models of molecules for 3D printing, plus augmented and virtual reality applications.
RealityConvert converts molecular objects like proteins and drugs into high-quality 3D models. The models are generated in standard file formats that are compatible with most augmented and virtual reality programs, as well as 3D printers. The program is specifically designed for creating models of chemicals and small proteins.
Mozilla has launched its first ever augmented reality app for iOS. The company, best known for its Firefox browser, wants to create an avenue for developers to build augmented reality experiences using open web technologies, WebXR, and Apple’s ARKit framework.
This latest effort from Mozilla is called WebXR Viewer. It contains several sample AR programs, demonstrating its technology in the real world. One is a teapot, suspended in the air. Another contains holographic silhouettes, which you can place in your immediate vicinity. Should you be so inclined, you can also use it to view your own WebXR creations.
Airbnb announced today (Dec.11) that it’s experimenting with augmented- and virtual-reality technologies to enhance customers’ travel experiences.
The company showed off some simple prototype ideas in a blog post, detailing how VR could be used to explore apartments that customers may want to rent, from the comfort of their own homes. Hosts could scan apartments or houses to create 360-degree images that potential customers could view on smartphones or VR headsets.
It also envisioned an augmented-reality system where hosts could leave notes and instructions to their guests as they move through their apartment, especially if their house’s setup is unusual. AR signposts in the Airbnb app could help guide guests through anything confusing more efficiently than the instructions hosts often leave for their guests.
Now Object Theory has just released a new collaborative computing application for the HoloLens called Prism, which takes many of the functionalities they’ve been developing for those clients over the past couple of years, and offers them to users in a free Windows Store application.
Spending on augmented and virtual reality will nearly double in 2018, according to a new forecast from International Data Corp. (IDC), growing from $9.1 billion in 2017 to $17.8 billion next year. The market research company predicts that aggressive growth will continue throughout its forecast period, achieving an average 98.8 percent compound annual growth rate (CAGR) from 2017 to 2021.
Scope AR has launched Remote AR, an augmented reality video support solution for Microsoft’s HoloLens AR headsets.
The San Francisco company is launching its enterprise-class AR solution to enable cross-platform live support video calls.
Remote AR for Microsoft HoloLens brings AR support for field technicians, enabling them to perform tasks with better speed and accuracy. It does so by allowing an expert to get on a video call with a technician and then mark the spot on the screen where the technician has to do something, like turn a screwdriver. The technician is able to see where the expert is pointing by looking at the AR overlay on the video scene.
Ultimately, VR in education will revolutionize not only how people learn but how they interact with real-world applications of what they have been taught. Imagine medical students performing an operation or geography students really seeing where and what Kathmandu is. The world just opens up to a rich abundance of possibilities.
In Johnson’s classroom at H.D. Isenberg Elementary School in Salisbury, NC, students can choose from a variety of seating options. There are tables for students to collaborate in groups of four, as well as bar-style seating on taller stools and even a few couches where they can sit comfortably while they work or read independently. The school provided the tables, and Johnson supplied the rest of the furniture himself.
To teach his students about citizenship, Johnson operates his classroom like a community. “I call it the Johnsonville Learning Community,” he said.
His fourth- and fifth-grade students can earn currency by coming to class each day and successfully completing assignments, and they also hold various classroom jobs. “The students who keep the classroom clean are part of our janitorial service,” he explained. “The student who brings things to the office is our delivery service.” Students use part of their currency to pay “rent” each month, and that entitles them to sit where they want.
Johnson’s school system is a 1-to-1 district, and every student is given an iPad to take home. Much of his instruction is project-based, with students working in small groups on tasks using curriculum from sources such as Defined STEM. In one recent project, his students used 3D modeling software on their iPads to create a multi-touch book about the human body systems.
Johnson’s classroom is an example of how changes in both the design of the learning space and the teaching that takes place there have combined to making learning much more engaging and effective for students.
A growing body of research suggests that the design of a learning space can have a significant effect on student success. For instance, a study by researchers at the University of Salford in England found that classroom design can have a 25 percent impact, either positive or negative, on student achievement over the course of an academic year — with factors such as color, complexity, flexibility, lighting and student choice having the most influence.
From DSC: I saw the word CHOICE (or some variant of it) mentioned several times in this article. That’s a helpful step in developing the kind of mindset that our students will need in the future. Making choices, thinking on their feet, being able to adapt and pivot, NOT looking to be spoon fed by anyone — because that’s likely not going to happen once they graduate.
When redesigning learning spaces, let the type of learning experiences you want to foster be your guide, Jakes advised. “Focus on experiences, not things,” he said. “This is not about furniture; it’s about the learning. What experiences do I want to create for students? Then, what design would support that?”
From DSC: One of the biggest gifts that we can give our students today is learning how to learn. Along those lines, I was thinking about note-taking the other day.
Many students may not know how to take good notes, and to make the notes/thoughts their own. So I was thinking, wouldn’t it be great if, for each professor’s class, there was a place where students could go to see what exemplary notes look like for several — even many — of the sessions of a particular class?! If there were an accompanying audio-based or a video-based commentary that could relay the note-taker’s thinking/information processing, all the better.
These notes could be provided by the professor herself/himself or by a 4.0-type of student who has demonstrated solid study habits and shows a strong capacity for processing information. The notes would want to:
Demonstrate what good note taking looks like
Provide examples of one’s own wording/understanding of the material
Identify/show any gaps in understanding by listing their own remaining questions. This type of gap analysis could help the learners see what a metacognitive check-in might look like.
By doing something like this, students could see what the main points were, what effective note taking looks like, and to see that the note-taker has taken the time to put some of their own reflections/summaries alongside the larger set of notes.
It would also be interesting to provide a platform whereby students could contribute/share their own notes to help others better understand not only the materials covered, but what different methods of note-taking might look like. Perhaps a certain style of note-taking would jump out at any given learner. Also, doing so would foster a more collaborative approach, as is often needed in the real-world.
An accompanying forum could be made available for students’ discussions of a particular class/topic. This forum could highlight for the professor what the areas of struggle are as well as how the material is being processed by the students.
On a separate thought…we also need to help students form habits of learning, such as regularly checking into streams of content (i.e., micro-learning). If we can model this in the ways that we relay content and encourage dialog around a topic, then they will be that much better equipped to:
Similarly, messaging and social media are the killer apps of smartphones. Our need to connect with other people follows us, no matter where technology takes us. New technology succeeds when it makes what we are already doing better, cheaper, and faster. It naturally follows that Telepresence should likewise be one of the killer apps for both AR and VR. A video of Microsoft Research’s 2016 Holoportation experiment suggests Microsoft must have been working on this internally for some time, maybe even before the launch of the HoloLens itself.
Telepresence, meaning to be electronically present elsewhere, is not a new idea. As a result, the term describes a broad range of approaches to virtual presence. It breaks down into six main types:
Our need to connect with other people follows us, no matter where technology takes us.
A new Forrester Research report, Predictions 2018: Automation Alters The Global Workforce, outlines 10 predictions about the impact of AI and automation on jobs, work processes and tasks, business success and failure, and software development, cybersecurity, and regulatory compliance.
We will see a surge in white-collar automation, half a million new digital workers (bots) in the US, and a shift from manual to automated IT and data management. “Companies that master automation will dominate their industries,” Forrester says. Here’s my summary of what Forrester predicts will be the impact of automation in 2018:
Automation will eliminate 9% of US jobs but will create 2% more. In 2018, 9% of US jobs will be lost to automation, partly offset by a 2% growth in jobs supporting the “automation economy.”Specifically impacted will be back-office and administrative, sales, and call center employees. A wide range of technologies, from robotic process automation and AI to customer self-service and physical robots will impact hiring and staffing strategies as well as create a need for new skills.
Your next entry-level compliance staffer will be a robot.
From DSC:
Are we ready for a net loss of 7% of jobs in our workforce due to automation — *next year*? Last I checked, it was November 2017, and 2018 will be here before we know it.
***Are we ready for this?! ***
AS OF TODAY, can we reinvent ourselves fast enough given our current educational systems, offerings, infrastructures, and methods of learning?
My answer: No, we can’t. But we need to be able to — and very soon!
There are all kinds of major issues and ramifications when people lose their jobs — especially this many people and jobs! The ripple effects will be enormous and very negative unless we introduce new ways for how people can learn new things — and quickly!
That’s why I’m big on trying to establish a next generation learning platform, such as the one that I’ve been tracking and proposing out at Learning from the Living [Class] Room. It’s meant to provide societies around the globe with a powerful, next generation learning platform — one that can help people reinvent themselves quickly, cost-effectively, conveniently, & consistently! It involves providing, relevant, up-to-date streams of content that people can subscribe to — and drop at any time. It involves working in conjunction with subject matter experts who work with teams of specialists, backed up by suites of powerful technologies. It involves learning with others, at any time, from any place, at any pace. It involves more choice, more control. It involves blockchain-based technologies to feed cloud-based learner profiles and more.
But likely, bringing such a vision to fruition will require a significant amount of collaboration. In my mind, some of the organizations that should be at the table here include:
Some of the largest players in the tech world, such as Amazon, Google, Apple, IBM, Microsoft, and/or Facebook
Some of the vendors that already operate within the higher ed space — such as Salesforce.com, Ellucian, and/or Blackboard
Some of the most innovative institutions of higher education — including their faculty members, instructional technologists, instructional designers, members of administration, librarians, A/V specialists, and more
The U.S. Federal Government — for additional funding and the development of policies to make this vision a reality
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
