colleges

Recording of “The Future of Education Collaborative for Higher Education” on 8/12/21

On 08/13/2021, in 21st century, 24x7x365 access, accreditation, adult learning, Alternatives, Amazon, business side of he, Canvas - and other Instructure-related items, career development, change, changing business models, colleges, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, experimentation, future of higher education, game-changing environment, higher education, innovation, instructional design, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, student-related, training / L&D, trends, United States, universities, vendors, vision/possibilities, web-based collaboration, by Daniel Christian

Recording of “The Future of Education Collaborative for Higher Education” on 8/12/21 — this event was sponsored by Instructure and AWS

From DSC:
One of the most interesting items for me in this was to hear how one university is allowing students to drive the Request For Proposal (RFP) process – giving students much more VOICE. Staff and faculty are consultants but students have the final say! Wow!

Also, I agree with the idea that the market will drive changes within higher education. But for that to occur more significantly:

Employers need to hire more people from a variety of backgrounds and that come into their interviews with a greater variety of credentials.
The accrediting agencies involved with higher ed are going to need to become more innovative and flexible.
And the elephant in the room for me is that faculty members are going to have to come to the realization that those organizations/courses of the future that will thrive and have the most impact will be much more team-based and will be based upon what the market needs (i.e., better alignment is needed between the corporate/business world and the world of higher education). For far too long, the faculty member has been the sole person at the table….the person holding the steering wheel…the person in control of everything that gets presented and how it gets presented….the person who decides what they want to teach (vs. what the market actually needs) and how they want to teach it.

Finally, I bet AWS and Zoom could have said a LOT more than they actually said.

#learningfromthelivingclassroom

“In person” classes offered in virtual reality — from zdnet.com by Greg Nichols; with thanks to Will Richardson for the resource
A virtual reality college campus welcomes students this fall.

Excerpt:

“With this cadaver lab, our pre-med students will no longer need to rely on other universities for advanced anatomy and biology classes,” said Dr. Shirley Brown, Dean of Fisk University. “Virtual reality technology takes our university to a level equal to the most advanced schools in the country.”

State of Higher Ed LMS Market for US and Canada: Mid-Year 2021 Edition [Hill]

On 08/11/2021, in Canvas - and other Instructure-related items, CMS/LMS, colleges, community colleges, digital learning, education technology, higher education, instructional design, online learning, platforms, remote teaching and learning, teaching & learning, tools, United States, universities, vendors, by Daniel Christian

State of Higher Ed LMS Market for US and Canada: Mid-Year 2021 Edition — from philonedtech.com by Phil Hill

Thinking Full-Speed Ahead at Instructure’s Future of Education Collaborative — from campustechnology.com by Mary Grush
A Q&A with FIU Online’s Maikel Alendy

Excerpt:

Maikel Alendy: Our director of learning design and innovation at FIU Online, Gaby Alvarez, likes to use a word that I think was foundational to our strategy to navigate learning through the pandemic — that word is ecosystem.

Our approach, like many, was to leverage Canvas and Zoom, but we had a few processes in place that gave us really a big head start. First, we had piloted Zoom years before and had already rolled out Zoom Pro accounts for all FIU faculty and students. Of course, the initial adoption was nominal. Usage was fine for “BC” (Before COVID) instruction. Still, it was helpful, once in the pandemic, that we already had support materials and some awareness of the tools.

Traveling down the road as a metaphor for the terms “learning objectives” & “learning outcomes” [Christian]

On 08/09/2021, in adjunct faculty, adult learning, colleges, community colleges, Daniel S. Christian, education, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, Learning Experience Design, teachers, teaching & learning, teaching online, universities, by Daniel Christian

From DSC:
As I was traveling down one of the local roads the other day, the thought reoccurred to me …that driving along a road is such an apt metaphor for this idea of using the terms “learning objectives” and “learning outcomes.”

I’m going down the same road.

I can look ahead to see where I want to go. But that doesn’t mean that I’m for sure going to get there. That’s where I’m heading and I hope that I will get there, but several things will need to go right.

OR…I can look in the rearview mirror of my car and see where I’ve already been….what’s already taken place. I’ve already passed such and such a point (or points).

I can see where I've been by looking in the rearview mirror -- or I can look ahead to see what I'm traveling towards

That is, I can’t talk about learning outcomes if I’m just getting on the road. At that point, I can talk about where I hope to go (i.e., my learning objectives), but I can’t talk about my learning outcomes until I’ve been traveling for a while.

Where this gets muddy/tricky is when we discuss entire programs. Then the term “learning outcomes” is often used. I get that — it makes sense at that level of things. But if we are talking about an individual course as seen in Canvas, Moodle, Blackboard Learn, etc…then it makes more sense to me to continue to use the phrase “Learning Objectives.”

There’s a New Wave of AI Research Coming to Transform Education [Tamez-Robledo]

On 08/08/2021, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, data related items, digital learning, education, education reform, education technology, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, online learning, personalized/customized learning, reinvent, research, society, staying relevant, story, storytelling, student-related, surviving, teaching & learning, technologies for your home, United States, vision/possibilities, workplace, by Daniel Christian

There’s a New Wave of AI Research Coming to Transform Education — from edsurge.com by Nadia Tamez-Robledo

Preparing for Students’ Second Act
With a focus on adult learners, the AI Institute for Adult Learning and Online Education, or ALOE, will look to improve online education for the more than 100 million American workers who will need to “reskill” over the next 10 years.

It will also learn from the massive amounts of data generated by online students that isn’t accessible in traditional in-person classes.

What Is Instructional Scaffolding? — from edtechreview.in by Saniya Khan

Excerpt:

Scaffolding is a bridge used to build on what the students already know to get to something they do not know. If the scaffold is properly administered, it will act as a facilitator, not an enabler” (Benson, 1997).

The process of Scaffolding is based on Lev Vygotsky’s concept of the Zone of Proximal Development (ZPD). This is the distance between what children can do by themselves and the next learning when they can be helped to achieve with competent assistance. Vygotsky said, “children who can perform their tasks at a particular cognitive level in cooperation and collaboration with others and with adults will be able to perform at a higher level. And this difference between the two levels is the child’s Zone of Proximal Development”. He defined scaffolding instruction as the “role of teachers and others in supporting the learner’s development and providing support structures to get to the next stage or level.”

IU researchers introduce ambitious new model for large-scale research on student learning — from news.iu.edu

Excerpt:

“The main conclusion of the study — to the great surprise of many teachers — is that there is no overall effect of feedback timing that spans all learning environments,” said Fyfe, an assistant professor in the Department of Psychological and Brain Sciences. “The findings should provide some comfort to teachers. If they take a few days to return feedback, there is no evidence that the delay will hamper their students’ progress, and in some cases, the delay might even be helpful.”

From DSC:
I must admit that I publish this with some hesitation, as I’m a big fan of personalized, customized feedback. I just hope that study doesn’t stop or reduce faculty members from providing such valuable feedback.

Also see:

The Science of Studying Student Learning at Scale — podcast and transcript — from campustechnology.com by Rhea Kelly; with Emily Fyfe and Ben Motz at Indiana University

Excerpt:

MOTZ: So ManyClasses is really an attempt to try and expand the scope of research so that what we’re doing in asking a question of how people learn, is expanding beyond the boundaries of any single classroom, really aiming at developing inferences that could generalize beyond that narrow scope, but also that might be able to identify where a practice might have benefits.
…
FYFE: …I think when we are thinking of ManyClasses as a research team, we’re thinking of it as a new gold standard for how to conduct scientific research in classrooms
…
And so ManyClasses is a model for sort of combining the rigor of these randomized experiments within these authentic settings. And the goal is to sort of, as Ben said, to do this across many classes, so that we’re not just running one experiment, but we’re replicating it across all of these different authentic educational settings. And so really, at the heart of it, ManyClasses is a new model for conducting research in educational settings.

What doors does this type of real-time translation feature open up for learning? [Christian]

On 08/04/2021, in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, Africa, Artificial Intelligence/Agents/LLMs/and Related, Asia, Australia, blended learning, bots, business, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, distance education, education, education technology, emerging technologies, engagement / engaging students, faculty, flipping -- inverted learning, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, Hyflex learning, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, languages and translation, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, Legal operations, legal reform, legal technologies, legislatures / government / legal, Natural Language Processing (NLP), New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, participation, platforms, presentations, professional development, remote teaching and learning, smart classrooms, smart/connected TV, social learning / networks, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, telelegal, telemedicine / telehealth / virtual health, telepresence, tools, training / L&D, transmedia, UK, United States, universities, usability, user experience (UX), vendors, videoconferencing, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, vocational / trades, web-based collaboration, webinars, workplace, by Daniel Christian

DC: What doors does this type of real-time translation feature open up for learning?https://t.co/beOXFjGZs9 #learningfromthelivingclassroom #education #K12 #highereducation #training #learning #lifelonglearning #globallearning #languages #translation https://t.co/TV5InkWHwn pic.twitter.com/MGblMzQbBL

— Daniel Christian (he/him/his) (@dchristian5) August 4, 2021

From DSC:
For that matter, what does it open up for #JusticeTech? #Legaltech? #A2J? #Telehealth?

Things To Know Now About the Future of Nondegree Credentials — from stradaeducation.org by Amy Wimmer Schwarb

Excerpt:

Certificates. Licenses. Microcredentials. Nanocredentials. Digital badges.

The array of options for postsecondary education and training has exploded over the last several decades, and interest is still growing: According to Strada Public Viewpoint research, 62 percent of Americans would prefer skills training or another nondegree option if they enrolled in a program within the next six months. In the 1950s, 5 percent of American workers held some type of licensure or certification; today, 30 percent do.

In the absence of an existing system from education providers, employers are starting to do the work of standardizing credentials and making them transferable.

“They’re starting to act like a mini higher ed system, and with that comes responsibility, and you could maybe say some accountability,” Zanville said. “There’s some interesting work behind the scenes on what that could look like going forward.”

How to Implement Active Learning Strategies and Activities Into Your Classroom [Faculty Focus]

On 07/26/2021, in active learning, adjunct faculty, colleges, community colleges, faculty, higher education, instructional design, learning, Learning Experience Design, learning spaces, learning theories, pedagogy, teaching & learning, universities, by Daniel Christian

How to Implement Active Learning Strategies and Activities Into Your Classroom — from facultyfocus.com

Excerpt:

Browse the following topics for resources, programs, seminars, free reports, and articles to help guide you in your active learning adventure:

Active Learning Strategies
Think-Pair-Share
Active Learning Classroom
Active Learning versus Passive Learning

The College Program Attracting — and Retaining — Black Male Teachers [Koenig]

On 07/26/2021, in Bias | Diversity Equity & Inclusion (DE&I), change, colleges, community colleges, education, education reform, higher education, ideas, innovation, law schools, leadership, learning ecosystem, society, United States, universities, by Daniel Christian

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.

Flipping Higher Ed | FAQs with Eric Mazur and Robyn Brinks Lockwood [BAM Radio Network]

On 07/23/2021, in 24x7x365 access, colleges, community colleges, digital learning, education technology, experimentation, faculty, flipping -- inverted learning, law schools, learning, learning ecosystem, Learning Experience Design, pedagogy, student-related, teaching & learning, United States, universities, by Daniel Christian

Flipping Higher Ed | FAQs with Eric Mazur and Robyn Brinks Lockwood — from BAM Radio Network

Description:

The COVID-19 pandemic forced higher education faculty around the world to stop and rethink how to teach their courses. For many, this was the first time they had given any serious thought to the science and art of teaching. The pandemic created a new universe of educators who are new to Flipped Learning and want to learn more about how to do it well. In each episode of this podcast, Eric Mazur and Robyn Brinks Lockwood answer a frequently asked question about flipping instruction in higher education.

From Skill to Instinct: How Higher Education can Bridge the Gap Between Classroom and Career — from edtechreview.in by Stephen Soulunii

Excerpts:

Higher education has conventionally focused on providing quality education for its students. However, modern students are increasingly attending higher education, not for scholarly pursuits, but to increase their value in an intensely competitive job market.

From DSC:
Funny how that happens when the price of getting a degree has skyrocketed through the years — and then one sees one’s family members struggling with getting out from crushing loads of debt (a process that often can take decades to do).

There is a lot that could be said here, but looking at this article makes me see how misaligned things are these days. The learning objectives that would be put forth from the corporate world don’t match up with the learning objectives as put forth by professors.

No wonder there’s a major disconnect.

One last quote drives the point home — which swims against the current that many faculty members swim in:

65% of HR professionals believe teamwork and collaboration are the most foundational people skills – and 40% believe these skills are the most lacking in new hires.

Also relevant here, this is an excerpt of a piece sent to me by Christina Ioannou:

Skills Union offers accredited cohort-based, active learning courses in partnership with leading universities and employers. Their career-focused content ranges from software engineering and UX/UI design to growth marketing and digital entrepreneurship.

The company announced a US$1.5 million seed investment round, supporting its mission to bridge the global tech skills gap, through university accredited courses that meet the needs of the rapidly growing tech sector. The investment round was led by Online Education Services (OES), part of the Seek group of companies, with notable investors including KDV, Hustle Fund, Koh Boon Hwee, Siu Rui Quek, Ishreth Hassen, Sumardy Ma, Simin Zhou and Anvesh Ramineni.

5 Considerations for Class Size in Online Asynchronous Courses [Thomas]

On 07/21/2021, in adjunct faculty, colleges, community colleges, faculty, higher education, instructional design, law schools, learning, learning ecosystem, Learning Experience Design, online learning, universities, by Daniel Christian

5 Considerations for Class Size in Online Asynchronous Courses — from onlinelearningconsortium.org by Rebecca A. Thomas, Ph.D.

Excerpt:

The following are important considerations related to class sizes in online courses that are part of higher education degree programs. This content is a result of a research study conducted by the Oregon State University Ecampus Research Unit, where I currently work as a Postdoctoral Scholar. We have published this study as an academic article in the inaugural issue of the Northwest eLearning Journal, and presented at the 2021 OLC Innovate conference. While I encourage you to reference the manuscript and presentation to learn more specifically about our research, the following are key take-aways that my team has gained from our analyses, the literature review, and conversations we have had with diverse stakeholder groups related to online class size.

Learning Ecosystems

“In person” classes offered in virtual reality [Nichols]

Things To Know Now About the Future of Nondegree Credentials [Wimmer Schwarb]

How to Implement Active Learning Strategies and Activities Into Your Classroom [Faculty Focus]

The College Program Attracting — and Retaining — Black Male Teachers [Koenig]

From Skill to Instinct: How Higher Education can Bridge the Gap Between Classroom & Career [Soulunii]

5 Considerations for Class Size in Online Asynchronous Courses [Thomas]

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