community colleges

Gifting articles and/or learning modules should be quick and easy — with benefits for several of the parties involved! [Christian]

On 12/07/2023, in 24x7x365 access, adult learning, business side of he, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, Daniel S. Christian, experimentation, faculty, funding / grants, future of higher education, higher education, ideas, Learning from the Living [Class] Room, lifelong learning, marketing/social marketing, marketplaces, microlearning, new business models, online learning, online media, platforms, United States, universities, vendors, vision/possibilities, by Daniel Christian

From DSC:
Wouldn’t it be nice to be able to gift someone an article or access to a particular learning module? This would be the case whether you are a subscriber to that vendor/service or not. I thought about this after seeing the following email from MLive.com.
.

MLive.com's gift an article promotion from December 2023; one must be a subscriber though to gift an article

.

Not only is this a brilliant marketing move — as recipients can get an idea of the services/value offered — but it can provide concrete information to someone.

Perhaps colleges and universities should take this idea and run with it. They could gift courses and/or individual lectures! Doing so could open up some new revenue streams, aid adult learners in their lifelong learning pathways, and help people build new skills — all while helping market the colleges and universities. Involved faculty/staff members could get a percentage of the sales. Sounds like a WIN-WIN to me.

When Educators and Employers Work Together, Students Succeed [Fuller & Raman]

On 12/06/2023, in career development, collaboration, colleges, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, experimentation, faculty, higher education, ideas, instructional design, skills, student-related, United States, universities, workplace, by Daniel Christian

When Educators and Employers Work Together, Students Succeed — from hbsp.harvard.edu by Joseph Fuller and Manjari Raman

(Emphasis below from DSC)

Last year, in “The Partnership Imperative,” we put forth a set of more than 40 best practices that employers and educators can use to develop a close collaboration. As part of that effort, we identified three main goals and laid out strategies for achieving each.

Partner with each other to offer training and education that is aligned with industry needs. (DSC: Similar to how Instructional Designers want alignment with learning objectives, learning activities, and assessments of learning.)
Establish relationships with each other that result in the recruitment and hiring of students and graduates.
Make supply-and-demand decisions that are informed by the latest data and trends.

From DSC:
Under #1, their strategies include:

Cocreate and regularly update college curriculums so that they reflect relevant technical and foundational skills based on industry needs. Codesign programs that fit with students’ lives and industry hiring cycles. Incorporate classroom experiences that simulate real-world settings and scenarios.

I see AI being able to identify what those changing, currently sought-after, and foundational skills are based on industry needs (which shouldn’t be hard, and vendors like Microsoft are already doing this by combing through the posted job descriptions on their platforms). These findings/results will help build regularly updated learning playlists and should provide guidance to learning-related organizations/groups/individuals/teams on what content to develop and offer (i.e., courses/learning modules/micro-learning-based streams of content, other).

3 Questions for Deborah Dougherty on Higher Ed’s Past and Future [Kim & Dougherty]

On 12/01/2023, in 21st century, 24x7x365 access, business side of he, changing business models, colleges, community colleges, cost of getting a degree, higher education, learning ecosystem, Learning from the Living [Class] Room, Michigan, new business models, United States, universities, vision/possibilities, by Daniel Christian

3 Questions for Deborah Dougherty on Higher Ed’s Past and Future — from insidehighered.com by Joshua Kim
A conversation with the director of the Andison Center for Teaching Excellence at Alma College about higher ed in 2060.

From DSC:
I was hoping to see a bit more from Deborah’s answer to where she sees higher education (including Alma College) might end up 35 years from now. Her answer seemed like business as usual — the status quo. Nothing will change (hopefully, in her perspective). If that’s the case, many will be shut out of higher education. We can do better. I don’t mean to bash a residential, liberal arts, collegiate experience. I worked for such an institution for 10 years! But it needs to be augmented. New business models. More access.

Butler University launches two-year college with degrees free to most students — from chalkbeat.org by MJ Slaby

Students can earn an associate degree from Butler University at no cost to them, and continue on to earn a bachelor’s degree for $10,000, thanks to a new program.

On Friday, Butler announced it is opening a new two-year college on campus that will offer associate degrees in business and allied health. The program will start enrolling students in fall 2025.

The program is focused on Indianapolis-area students from low-income backgrounds, including students who are undocumented. The university said in its Friday announcement that it wants to make college more accessible and affordable for previously underserved students, and help them navigate the college-going process.

Exploring blockchain’s potential impact on the education sector — from e27.co by Moch Akbar Azzihad M
By the year 2024, the application of blockchain technology is anticipated to have a substantial influence on the education sector

Areas mentioned include:

Credentials that are both secure and able to be verified
Records of accomplishments that are not hidden
Enrollment process that is both streamlined and automated
Storage of information that is both secure and decentralised
Financing and decentralised operations

Instructional Designers as Institutional Change Agents [Bond, Lockee, & Blevins]

On 11/27/2023, in change, changing business models, colleges, community colleges, higher education, innovation, instructional design, leadership, learning, learning ecosystem, Learning Experience Design, liberal arts, reinvent, strategy, teaching & learning, United States, universities, by Daniel Christian

Instructional Designers as Institutional Change Agents — from er.educause.edu/ by Aaron Bond, Barb Lockee and Samantha Blevins

Systems thinking and change strategies can be used to improve the overall functioning of a system. Because instructional designers typically use systems thinking to facilitate behavioral changes and improve institutional performance, they are uniquely positioned to be change agents at higher education institutions.

In higher education, instructional designers are often seen as “change agents” because they help to facilitate behavioral changes and improve performance at their institutions. Due to their unique position of influence among higher education leaders and faculty and their use of systems thinking, instructional designers can help bridge institutional priorities and the specific needs of various stakeholders. COVID-19 and the switch to emergency remote teaching raised awareness of the critical services instructional designers provide, including preparing faculty to teach—and students to learn—in well-designed learning environments. Today, higher education institutions increasingly rely on the experience and expertise of instructional designers.

Figure 1. How Instructional Designers Employ Systems Thinking
.

“edX & Jobs for the Future Offer Free MicroBachelors Programs” [Lucariello] + other items re: higher education in general

On 11/17/2023, in colleges, community colleges, higher education, K-12 related, learning ecosystem, MOOCs -- Massive Open Online Courses, trends, United States, universities, vendors, by Daniel Christian

Unpacking 3 major trends in ed tech and for-profit education — from highereddive.com by Natalie Schwartz
CEOs of major companies recently told investors how they fared in their most recent financial quarters, offering insight into the broader higher ed sector.

Education companies double down on degree programs
…
These programs allow Coursera users to count open courses they complete on the platform toward credit for degree programs. Students can also be admitted to degree programs based on their performance in these courses,Maggioncalda said.

Coursera recently announced it had built several of these pathways to master’s degrees offered by Illinois Tech. Coursera users can now complete professional certificates offered on the website — including from Google, IBM and Meta — as credit toward these programs.

Report Finds Students Struggling with Being Prepared for Courses and Increasingly Turning to Generative AI, Social Media to Study — from campustechnology.com by Kate Lucariello

In its second annual 2023 “Study Trends Report,” McGraw Hill found that college students were feeling unprepared for their courses, but also that they have turned to generative AI and social media to study and would like more learning resources in a similar format.

The study, conducted by Morning Consult between July 18 and Aug. 11, 2023, surveyed 500 undergraduate college students and 200 college instructors. Some of the key findings include:

The Plot To Kill Shop Class — by Ryan Craig

I suspect College Board may be trying to repent for its original sin: killing vocational education. Now known as career and technical education (CTE), America’s college-or-bust mentality has long relegated CTE to a shadowy corner of high school.
…
But make no mistake: the College Board’s fingerprints are on the weapon that killed CTE. College Board launched Advanced Placement courses in 1955 with 500 students across 18 elite schools like Andover, Bronx Science, and Newton High School. The original idea was guiltless: more challenging curricula for gifted and talented students to accelerate the development of leaders and win the Cold War. But it soon became clear that AP’s primary purpose would be to give students a leg up in competitive college admissions; as early as 1960, Exeter worried about “a dangerous tendency to regard advanced placement teachers and students as an elite worthy of special praise.”

When College Board’s primary source of revenue (and profits) is AP courses and demand for AP is driven by a weighted GPA formula that discriminates against all other forms of education, any attempt to create a level playing field between career discovery and college is window dressing: CTE theater. College Board knows which side its bread is buttered on (hint: it’s in its name).

2U, USC Curtail Online Partnership — from insidehighered.com by Doug Lederman
Southern California and the online program manager will part ways on master’s degrees that became a target of scrutiny because of their high price.

Which makes it fitting, perhaps, that Thursday 2U and USC announced that that they would largely wind down their 15-year partnership, which in the eyes of consumer advocates and some journalists had come to exemplify how involving companies intimately in the delivery of education could undermine, rather than expand, access and affordability to higher education.

edX and Jobs for the Future Offer Free MicroBachelors Programs — from campustechnology.com by Kate Lucariello

Three MicroBachelor programs are currently available:

Statistics Fundamentals and Mathematics and Statistics Fundamentals from The London School of Economics;
Marketing Essentials and Business and Professional Communication for Success from Doane University; and
Full Stack Application Development from IBM.

PROOF POINTS: Professors say high school math doesn’t prepare most students for their college majors — from hechingerreport.org

AI Pedagogy Project, metaLAB (at) Harvard
Creative and critical engagement with AI in education. A collection of assignments and materials inspired by the humanities, for educators curious about how AI affects their students and their syllabi

AI Guide
Focused on the essentials and written to be accessible to a newcomer, this interactive guide will give you the background you need to feel more confident with engaging conversations about AI in your classroom.

From #47 of SAIL: Sensemaking AI Learning — by George Siemens

Excerpt (emphasis DSC):

Welcome to Sensemaking, AI, and Learning (SAIL), a regular look at how AI is impacting education and learning.

Over the last year, after dozens of conferences, many webinars, panels, workshops, and many (many) conversations with colleagues, it’s starting to feel like higher education, as a system, is in an AI groundhog’s day loop. I haven’t heard anything novel generated by universities. We have a chatbot! Soon it will be a tutor! We have a generative AI faculty council! Here’s our list of links to sites that also have lists! We need AI literacy! My mantra over the last while has been that higher education leadership is failing us on AI in a more dramatic way than it failed us on digitization and online learning. What will your universities be buying from AI vendors in five years because they failed to develop a strategic vision and capabilities today?

AI + the Education System — from drphilippahardman.substack.com Dr. Philippa Hardman
The key to relevance, value & excellence?

The magic school of the future is one that helps students learn to work together and care for each other — from stefanbauschard.substack.com by Stefan Bauschard
AI is going to alter economic and professional structures. Will we alter the educational structures?

(e) What is really required is a significant re-organization of schooling and curriculum. At a meta-level, the school system is focused on developing the type of intelligence I opened with, and the economic value of that is going to rapidly decline.

(f). This is all going to happen very quickly (faster than any previous change in history), and many people aren’t paying attention. AI is already here.

Where a developing, new kind of learning ecosystem is likely headed [Christian]

On 11/17/2023, in 21st century, 24x7x365 access, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, career development, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, digital learning, distance education, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, faculty, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, love of learning, marketplaces, microlearning, more voice more choice more control, new business models, online learning, online media, online tutoring, personalized/customized learning, platforms, professional development, reinvent, skills, smart/connected TV, social learning / networks, society, streams of content, student-related, teachers, teaching & learning, teaching online, technologies for your home, training / L&D, trends, ubiquitous learning, United States, universities, using teams, vendors, virtual tutoring, vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

From DSC:
As I’ve long stated on the Learning from the Living [Class]Room vision, we are heading toward a new AI-empowered learning platform — where humans play a critically important role in making this new learning ecosystem work.

Along these lines, I ran into this site out on X/Twitter. We’ll see how this unfolds, but it will be an interesting space to watch.

From DSC:
This future learning platform will also focus on developing skills and competencies. Along those lines, see:

Scale for Skills-First — from the-job.beehiiv.com by Paul Fain
An ed-tech giant’s ambitious moves into digital credentialing and learner records.

A Digital Canvas for Skills
Instructure was a player in the skills and credentials space before its recent acquisition of Parchment, a digital transcript company. But that $800M move made many observers wonder if Instructure can develop digital records of skills that learners, colleges, and employers might actually use broadly.
…

Ultimately, he says, the CLR approach will allow students to bring these various learning types into a coherent format for employers.

Instructure seeks a leadership role in working with other organizations to establish common standards for credentials and learner records, to help create consistency. The company collaborates closely with 1EdTech. And last month it helped launch the 1EdTech TrustEd Microcredential Coalition, which aims to increase quality and trust in digital credentials.

Paul also links to 1EDTECH’s page regarding the Comprehensive Learning Record

“We need more high-impact learning practices in prison” [West]

On 11/15/2023, in colleges, community colleges, distance education, experimentation, faculty, higher education, law schools, leadership, learning ecosystem, Learning Experience Design, learning spaces, new business models, society, student-related, United States, universities, by Daniel Christian

“We need more high-impact learning practices in prison” — from college-inside.beehiiv.com by Charlotte West
Internships, apprenticeships, and work learning opportunities allow incarcerated students to keep learning after they graduate.

Maine and other states like Colorado are trying to tackle this issue through internships and employment opportunities that allow incarcerated students and graduates to put their professional knowledge and skills into practice — and in some cases, earn a living wage while doing so.

Employment and professional training opportunities inside were a major theme at the 2023 National Conference for Higher Education in Prison, where 800 educators, administrators, students and alumni from dozens of prison education programs gathered in Atlanta, Georgia last week.

From GPTs (pt. 3) — from theneurondaily.com by Noah Edelman

BTW, here are a few GPTs worth checking out today:

ConvertAnything—convert images, audio, videos, PDFs, files, & more.
editGPT—edit any writing (like Grammarly inside ChatGPT).
Grimoire—a coding assistant that helps you build anything!

Some notes from Dan Fitzpatrick – The AI Educator:

Custom GPT Bots:

These could help with the creation of interactive learning assistants, aligned with curricula.
They can be easily created with natural language programming.
Important to note users must have a ChatGPT Plus paid account

Custom GPT Store:

Marketplace for sharing and accessing educational GPT tools created by other teachers.
A store could offer access to specialised tools for diverse learning needs.
A store could enhance teaching strategies when accessing proven, effective GPT applications.

From DSC:
I appreciate Dan’s potential menu of options for a child’s education:

Monday AM: Sports club
Monday PM: Synthesis Online School AI Tutor
Tuesday AM: Music Lesson
Tuesday PM: Synthesis Online School Group Work
Wednesday AM: Drama Rehearsal
Wednesday PM: Synthesis Online School AI Tutor
Thursday AM: Volunteer work
Thursday PM: Private study
Friday AM: Work experience
Friday PM: Work experience

Our daughter has special learning needs and this is very similar to what she is doing.

Also, Dan has a couple of videos out here at Google for Education:

The future of generative AI in higher ed? How to be critical, pragmatic, and playful at once? Nothing like having someone you admire ask you hard questions in a friendly way. This Q&A with Leon Furze got me to take a stab at articulating some responses.https://t.co/IxreZYwWmv

— Anna Mills, annamillsoer.bsky.social, she/her (@EnglishOER) November 13, 2023

Tuesday’s AI Ten for Educators (November 14) — from stefanbauschard.substack.com by Stefan Bauschard
Ten AI developments for educators to be aware of

Two boxes. In my May Cottesmore presentation, I put up two boxes:

(a) Box 1 — How educators can use AI to do what they do now (lesson plans, quizzes, tests, vocabulary lists, etc.)

(b) Box 2 — How the education system needs to change because, in the near future (sort of already), everyone is going to have multiple AIs working with them all day, and the premium on intelligence, especially “knowledge-based” intelligence, is going to decline rapidly. It’s hard to think that significant changes in the education system won’t be needed to accommodate that change.

There is a lot of focus on preparing educators to work in Box 1, which is important, if for no other reason than that they can see the power of even the current but limited technologies, but the hard questions are starting to be about Box 2. I encourage you to start those conversations, as the “ed tech” companies already are, and they’ll be happy to provide the answers and the services if you don’t want to.

Practical suggestions: Two AI teams in your institution. Team 1 works on Box A and Team 2 works on Box B.

Universities Can’t Accommodate All the Computer Science Majors [Alonso]

On 11/11/2023, in colleges, community colleges, computer science, faculty, higher education, Michigan, United States, universities, by Daniel Christian

Universities Can’t Accommodate All the Computer Science Majors — from insidehighered.com by Johanna Alonso
High interest in the field has led to overcrowded classes and other issues. Now some institutions are adding requirements to help force students out of the major.

Before this year, if you wanted to major in computer science at the University of Michigan, your only barrier was getting accepted to the university.

But a new model requires all students who want to study computer science—whether they are incoming or already enrolled—to apply for the major separately.

Michael Wellman, Michigan’s chair of computer science and engineering, said that the university has worked for years to try to accommodate everyone who wants to study the subject, hiring as many as six faculty members annually in recent years and even building a new computer science facility. The number of CS degrees awarded rose from 132 in 2012 to 600 in 2022.

From DSC:
The following item from The Washington Post made me ask, “Do we give students any/enough training on email etiquette? On effective ways to use LinkedIn, Twitter/X, messaging, other?”

You’re emailing wrong at work. Follow this etiquette guide. — from washingtonpost.com by Danielle Abril
Get the most out of your work email and avoid being a jerk with these etiquette tips for the modern workplace

Most situations depend on the workplace culture. Still, there are some basic rules. Three email and business experts gave us tips for good email etiquette so you can avoid being the jerk at work.

Consider not sending an email
Keep it short and clear
Make it easy to read
Don’t blow up the inbox
…and more

From DSC:
I would add to use bolding, color, italics, etc. to highlight and help structure the email’s key points and sections.

“13 Nuggets of AI Wisdom for Higher Education Leaders” [Klitgaard Stricker] + other AI-related items for our learning ecosystems

On 11/10/2023, in 21st century, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, colleges, community colleges, corporate / business world, corporate universities / corporate training, education, education reform, education technology, emerging technologies, experimentation, faculty, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, IT in HE, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, liberal arts, library / librarians, lifelong learning, Microsoft, platforms, teaching & learning, trends, universities, by Daniel Christian

A future-facing minister, a young inventor and a shared vision: An AI tutor for every student — from news.microsoft.com by Chris Welsch

The Ministry of Education and Pativada see what has become known as the U.A.E. AI Tutor as a way to provide students with 24/7 assistance as well as help level the playing field for those families who cannot afford a private tutor. At the same time, the AI Tutor would be an aid to teachers, they say. “We see it as a tool that will support our teachers,” says Aljughaiman. “This is a supplement to classroom learning.”

If everything goes according to plan, every student in the United Arab Emirates’ school system will have a personal AI tutor – that fits in their pockets.

It’s a story that involves an element of coincidence, a forward-looking education minister and a tech team led by a chief executive officer who still lives at home with his parents.

In February 2023, the U.A.E.’s education minister, His Excellency Dr. Ahmad Belhoul Al Falasi, announced that the ministry was embracing AI technology and pursuing the idea of an AI tutor to help Emirati students succeed. And he also announced that the speech he presented had been written by ChatGPT. “We should not demonize AI,” he said at the time.

Fostering deep learning in humans and amplifying our intelligence in an AI World — from stefanbauschard.substack.com by Stefan Bauschard
A free 288-page report on advancements in AI and related technology, their effects on education, and our practical support for AI-amplified human deep learning

Six weeks ago, Dr. Sabba Quidwai and I accidentally stumbled upon an idea to compare the deep learning revolution in computer science to the mostly lacking deep learning efforts in education (Mehta & Fine). I started writing, and as these things often go with me, I thought there were many other things that would be useful to think through and for educators to know, and we ended up with this 288-page report.

***

Here’s an abstract from that report:

This report looks at the growing gap between the attention paid to the development of intelligence in machines and humans. While computer scientists have made great strides in developing human intelligence capacities in machines using deep learning technologies, including the abilities of machines to learn on their own, a significant part of the education system has not kept up with developing the intelligence capabilities in people that will enable them to succeed in the 21st century. Instead of fully embracing pedagogical methods that place primary emphasis on promoting collaboration, critical thinking, communication, creativity, and self-learning through experiential, interdisciplinary approaches grounded in human deep learning and combined with current technologies, a substantial portion of the educational system continues to heavily rely on traditional instructional methods and goals. These methods and goals prioritize knowledge acquisition and organization, areas in which machines already perform substantially better than people.

Also from Stefan Bauschard, see:

Debating in the World of AI
Performative assessment, learning to collaborate with humans and machines, and developing special human qualities

13 Nuggets of AI Wisdom for Higher Education Leaders — from jeppestricker.substack.com by Jeppe Klitgaard Stricker
Actionable AI Guidance for Higher Education Leaders

Incentivize faculty AI innovation with AI.

Invest in people first, then technology.

On teaching, learning, and assessment. AI has captured the attention of all institutional stakeholders. Capitalize to reimagine pedagogy and evaluation. Rethink lectures, examinations, and assignments to align with workforce needs. Consider incorporating Problem-Based Learning, building portfolios and proof of work, and conducting oral exams. And use AI to provide individualized support and assess real-world skills.

Actively engage students.

Some thoughts from George Siemens re: AI:

Sensemaking, AI, and Learning (SAIL), a regular look at how AI is impacting learning.

Our education system has a uni-dimensional focus: learning things. Of course, we say we care about developing the whole learner, but the metrics that matter (grade, transcripts) that underpin the education system are largely focused on teaching students things that have long been Google-able but are now increasingly doable by AI. Developments in AI matters in ways that calls into question large parts of what happens in our universities. This is not a statement that people don’t need to learn core concepts and skills. My point is that the fulcrum of learning has shifted. Knowing things will continue to matter less and less going forward as AI improves its capabilities. We’ll need to start intentionally developing broader and broader attributes of learners: metacognition, wellness, affect, social engagement, etc. Education will continue to shift toward human skills and away from primary assessment of knowledge gains disconnected from skills and practice and ways of being.

AI, the Next Chapter for College Librarians — from insidehighered.com by Lauren Coffey
Librarians have lived through the disruptions of fax machines, websites and Wikipedia, and now they are bracing to do it again as artificial intelligence tools go mainstream: “Maybe it’s our time to shine.”

A few months after ChatGPT launched last fall, faculty and students at Northwestern University had many questions about the building wave of new artificial intelligence tools. So they turned to a familiar source of help: the library.

“At the time it was seen as a research and citation problem, so that led them to us,” said Michelle Guittar, head of instruction and curriculum support at Northwestern University Libraries.

In response, Guittar, along with librarian Jeanette Moss, created a landing page in April, “Using AI Tools in Your Research.” At the time, the university itself had yet to put together a comprehensive resource page.

From Dr. Nick Jackson’s recent post on LinkedIn:

Last night the Digitech team of junior and senior teachers from Scotch College Adelaide showcased their 2023 experiments, innovation, successes and failures with technology in education. Accompanied by Student digital leaders, we saw the following:

AI used for languagelearning where avatars can help with accents
Motioncapture suits being used in mediastudies
AI used in assessment and automatic grading of work
AR used in designtechnology
VR used for immersive Junior school experiences
A teacher’s AI toolkit that has changed teaching practice and workflow
AR and the EyeJack app used by students to create dynamic art work
VR use in careers education in Senior school
How ethics around AI is taught to Junior school students from Year 1
Experiments with MyStudyWorks

Almost an Agent: What GPTs can do — from oneusefulthing.org by Ethan Mollick

What would a real AI agent look like? A simple agent that writes academic papers would, after being given a dataset and a field of study, read about how to compose a good paper, analyze the data, conduct a literature review, generate hypotheses, test them, and then write up the results, all without intervention. You put in a request, you get a Word document that contains a draft of an academic paper.

A process kind of like this one:

What I Learned From an Experiment to Apply Generative AI to My Data Course — from edsurge.com by Wendy Castillo

As an educator, I have a duty to remain informed about the latest developments in generative AI, not only to ensure learning is happening, but to stay on top of what tools exist, what benefits and limitations they have, and most importantly, how students might be using them.

However, it’s also important to acknowledge that the quality of work produced by students now requires higher expectations and potential adjustments to grading practices. The baseline is no longer zero, it is AI. And the upper limit of what humans can achieve with these new capabilities remains an unknown frontier.

Artificial Intelligence in Higher Education: Trick or Treat? — from tytonpartners.com by Kristen Fox and Catherine Shaw
.

Two items from the Teaching newsletter out at the Chronicle of Higher Education

On 11/10/2023, in 21st century, adjunct faculty, change, changing business models, collaboration, colleges, communities of practice, community colleges, digital audio, digital learning, digital video, distance education, education technology, engagement / engaging students, experimentation, faculty, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, instructional design, internet, IT in HE, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, multimedia, new business models, new media literacies, online learning, online media, online tutoring, platforms, teaching & learning, teaching online, technologies for your home, telecommunications, tools, United States, universities, vendors, videoconferencing, by Daniel Christian

What happens to teaching after Covid? — from chronicle.com by Beth McMurtrie

It’s an era many instructors would like to put behind them: black boxes on Zoom screens, muffled discussions behind masks, students struggling to stay engaged. But how much more challenging would teaching during the pandemic have been if colleges did not have experts on staff to help with the transition? On many campuses, teaching-center directors, instructional designers, educational technologists, and others worked alongside professors to explore learning-management systems, master video technology, and rethink what and how they teach.

A new book out this month, Higher Education Beyond Covid: New Teaching Paradigms and Promise, explores this period through the stories of campus teaching and learning centers. Their experiences reflect successes and failures, and what higher education could learn as it plans for the future.

Beth also mentioned/link to:

Centers for Teaching and Learning: The New Landscape in Higher Education by Mary C. Wright

How to hold difficult discussions online — from chronicle.com by Beckie Supiano

As usual, our readers were full of suggestions. Kathryn Schild, the lead instructional designer in faculty development and instructional support at the University of Alaska at Anchorage, shared a guide she’s compiled on holding asynchronous discussions, which includes a section on difficult topics.

In an email, Schild also pulled out a few ideas she thought were particularly relevant to Le’s question, including:

Set the ground rules as a class. One way to do this is to share your draft rules in a collaborative document and ask students to annotate it and add suggestions.
Plan to hold fewer difficult discussions than in a face-to-face class, and work on quality over quantity. This could include multiweek discussions, where you spiral through the same issue with fresh perspectives as the class learns new approaches.
Start with relationship-building interactions in the first few weeks, such as introductions, low-stakes group assignments, or peer feedback, etc.

Innovative growers: A view from the top [Banholzer, Doherty, Morris, & Schwaitzberg]

On 11/10/2023, in business, colleges, community colleges, corporate / business world, culture, higher education, innovation, United States, universities, vendors, vision/possibilities, by Daniel Christian

Innovative growers: A view from the top — from mckinsey.com by Matt Banholzer, Rebecca Doherty, Alex Morris, and Scott Schwaitzberg
McKinsey research shows that a focus on aspiration, activation, and execution can help companies out-innovate and outgrow peers.

To find out, we identified and analyzed about 650 of the largest public companies that achieved profitable growth relative to their industry between 2016 and 2021 while also excelling in the essential capabilities associated with innovation.3 Some of these companies outgrew their peers, others were more innovative than competitors, but 53 companies managed to do both. The 50-plus “innovative growers,” as we call them, are a diverse group, spread across four continents and ten industries. They include renowned brands with a trillion-dollar market capitalization as well as smaller companies that are just starting to make a name for themselves, some as young as three years old (see sidebar, “Where do innovative growers come from?”).

For all their diversity, these companies consistently excel in both growth and innovation—and they share a number of best practices that other companies can learn from.

Do innovative growers perform better than others?

In a word, yes.

From DSC:
I’m adding higher ed to the categories of this posting, as we need to establish more CULTURES of innovation out there. But this is not easy to do, as those of us who have tried to swim upstream know.

Also see:

The eight essentials of innovation — from mckinsey.com by

Learning Ecosystems