The Key To Becoming A Lifelong Learner, With Amrit Ahluwalia Editor In Chief At The EvoLLLution Episode 79 — from thefutureofwork.libsyn.com
From Pasadena City College:
We are leading the conversation of how to begin closing the gap between what our students are learning and what the demands of the workforce will be once they enter. Listen Now.
Digital Learning Definitions — from wcet.wiche.edu
Excerpt:
Higher education uses many variations of terms to describe slightly different digital learning modalities, such as: “in-person,” “online,” “hybrid,” “hyflex,” “synchronous,” “asynchronous,” and many more. These variations have long confused students, faculty, administrators, and the general public,
WCET has worked on this issue in the past, and continues to advocate for simple, easy to understand terms that can bring consistent agreement to the use of these phrases. The WCET Steering Committee has made it a priority to attack this issue.
In 2022, WCET sponsored and led a partnership with Bay View Analytics and the Canadian Digital Learning Research Association to conduct a survey to explore the use of the terms by higher education professionals. The Online Learning Consortium (OLC), Quality Matters (QM), and the University Professional and Continuing Education Association (UPCEA) assisted with survey participation and promotion. The works published below highlight the findings of the study.
Also relevant/see:
The Public’s Growing Doubts About College ‘Value’ — from insidehighered.com by Doug Lederman
Americans aren’t questioning the importance of higher education, but they’re concerned it is unaffordable and unavailable for too many people. Experts dig into the data.
Excerpt:
After decades of almost unquestioned public support as some of America’s most valued institutions, colleges and universities are facing growing questions—not about whether higher education remains important but whether it’s available, affordable and valuable enough.
An episode of Inside Higher Ed’s The Key podcast recently explored the public’s evolving attitudes toward higher education, part of a three-part series on the concept of “value” in higher education…
Thousands of Students Take Courses Through Unaccredited Private Companies. Here’s a Look Into One of Them. — from chronicle.com by Taylor Swaak
Excerpts:
A growing number of students are taking courses offered by unaccredited private companies and completing them in a matter of days or weeks — often for less than $200 — and then transferring the credits to colleges.
…
That growth comes in response to a perfect storm of skyrocketing higher-education costs, more adult learners seeking flexibility, and drops in enrollment that have spurred colleges to beef up retention and re-engagement efforts with “stopped-out” students.
Ed tech leaders just predicted these 3 trends will unfold in higher education — from highereddive.com by Natalie Schwartz
Ed tech leaders gathered in New York on Thursday to discuss trends in the sector. Here’s what they had to say.
Excerpt:
NEW YORK — It’s a brutal moment for ed tech companies.
The stock market has been battered over the past few months, and the technology sector has been particularly hard hit. Meanwhile, colleges are experiencing enrollment declines at the same time their coronavirus relief funds are drying up, potentially constraining how much they can spend with vendors.
Still, ed tech CEOs and investors remained bullish about their own sector’s future during a conference in New York on Thursday held by HolonIQ, a market analysis firm. Here are three trends they say are coming down the pike.
Just another new Academic Year? Think again! — from The Educationalist by Alexandra Mihai
Excerpt:
Welcome to a new issue of “The Educationalist”! For many of us the new Academic Year just started or is about to start. These are busy times: catching up with our academic (and administrative) duties, reconnecting with colleagues and with students. It’s all too easy to fall back into an old pattern and go into the classroom with the same set of assumptions and expectations from previous years. That’s why I would like to call for a pause. A moment to collect our thoughts and acknowledge where we are. Think of what’s important. I believe this exercise is not a luxury; it is extremely necessary right now as it allows us to take stock of the current situation and decide on our next steps. Intentionally and not “by default”.
But how about letting go of the idea of “normal”? How about we take a moment to meaningfully reflect on our experience in the past three years in a try to see how it shaped the way we teach, learn, work, the way we interact with each other and with our environment?
What the Faltering OPM Market Means for Colleges — from chronicle.com by Phil Hill
Even institutions not involved with the companies should take heed.
Excerpts:
It turns out that the OPM business is a difficult one. And colleges with online programs — whether or not they use OPMs — can take a handful of important lessons away from the recent developments.
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Long-term contracts might not be viable. What happens to an online program if the OPM company helping manage the program with complicated contractual terms gets bought or starts operating at a reduced level? That is no longer a theoretical question. Colleges need to become much more sophisticated when they enter into contracts, coming up with real contingency plans and terms that can end partnerships without harming the underlying academic programs.
Course Awareness in HyFlex: Managing unequal participation numbers — from hyflexlearning.org by Candice Freeman
Excerpt:
How do you teach a HyFlex course when the number of students in various participation modes is very unequal? How do you teach one student in a mode – often in the classroom? Conversely, you could ask how do you teach 50 asynchronous students with very few in the synchronous mode(s)? Answers will vary greatly depending from teacher to teacher. This article suggests a strategy called Course Awareness, a mindfulness technique designed to help teachers envision each learner as being in the instructor’s presence and engaged in the instruction regardless of participation (or attendance) mode choice.
From DSC:
I had understood the hyflex teaching model as addressing both online-based (i.e., virtual/not on-site) and on-site/physically-present students at the same time — and that each student could choose the manner in which they wanted to attend that day’s class. For example, on one day, a student could take the course in room 123 of Anderson Hall. The next time the class meets, that same student could attend from their dorm room.
But this article introduces — at least to me — the idea that we have a third method of participating in the hyflex model — asynchronously (i.e., not at the same time). So rather than making their way to Anderson Hall or attending from their dorm, that same student does not attend at the same time as other students (either virtually or physically). That student will likely check in with a variety of tools to catch up with — and contribute to — the discussions. As the article mentions:
Strategically, you need to employ web-based resources designed to gather real-time information over a specified period of time, capturing all students and not just students engaging live. For example, Mentimeter, PollEverywhere, and Sli.do allow the instructor to pose engaging, interactive questions without limiting engagement time to the instance the question is initially posed. These tools are designed to support both synchronous and asynchronous participation.
So it will be interesting to see how our learning ecosystems morph in this area. Will there be other new affordances, pedagogies, and tools that take into consideration that the faculty members are addressing synchronous and asynchronous students as well as online and physically present students? Hmmm…more experimentation is needed here, as well as more:
Will this type of model work best in the higher education learning ecosystem but not the K-12 learning ecosystem? Will it thrive with employees within the corporate realm? Hmmm…again, time will tell.
And to add another layer to the teaching and learning onion, now let’s talk about multimodal learning. This article, How to support multimodal learning” by Monica Burns, mentions that:
Multimodal learning is a teaching concept where using different senses simultaneously helps students interact with content at a deeper level. In the same way we learn through multiple types of media in our own journey as lifelong learners, students can benefit from this type of learning experience.
The only comment I have here is that if you think that throwing a warm body into a K12 classroom fixes the problem of teachers leaving the field, you haven’t a clue how complex this teaching and learning onion is. Good luck to all of those people who are being thrown into the deep end — and essentially being told to sink or swim.
‘Spaces Matter’ — from insidehighered.com by Colleen Flaherty
Limited access to active learning spaces may disproportionately hurt historically excluded groups, and institutions should build more of these spaces in the name of equity, according to a new study. Where does higher ed stand on next-generation learning spaces?
Excerpt (emphasis DSC):
A new study is therefore concerning—it found that limited access to active learning classrooms forced students to self-sort based on their social networks or their attitudes toward learning. The authors warn that limited access to active learning spaces may create a marginalizing force that pushes women, in particular, out of the sciences.
The solution? Invest in active learning spaces.
From DSC:
The groups I worked in over the last 15 years created several active learning spaces, but the number of rooms was definitely limited due to the expenses involved. Students liked these spaces and the feedback from faculty members was positive as well. Some students often staked their claims in these rooms so that they could study together (this was especially true for those majoring in Engineering).
Virtual Internships matches students with top companies around the world — from techcrunch.com by Catherine Shu
Excerpts:
Remote work struck down barriers for many employees, and now Virtual Internships is doing the same for university students around the world by partnering with over 12,000 companies from 100 countries.
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Virtual Internships uses AI to match students at scale with internships at companies ranging from startups to blue chips and guarantees a match within one month.
Scams in College and How to Avoid Them — from ivypanda.com and Yvonne McQuarrie
Excerpt:
These days scams are on the rise. Employing all sorts of schemes, con artists target different society layers, from children to the elderly. College students are no exception.
Our team has prepared the infographic below to describe various scams directed at college students. We’ve also explored the ways to prevent being scammed.
Transfer enrollment declined 13.5% since the pandemic started — from highereddive.com by Natalie Schwartz
The National Student Clearinghouse Research Center found that transfer enrollment had declined twice as much as nontransfer enrollment.
Excerpt:
Transfer enrollment at colleges and universities has declined 13.5% since the onset of the coronavirus pandemic, representing a loss of nearly 300,000 students.
That’s according to the latest figures from the National Student Clearinghouse Research Center, which based the findings on a fixed panel of institutions that collectively enroll more than 13 million undergraduate students.
Also relevant/see:
From DSC:
I signed up to receive some items from Outlier.org. Here’s one of the emails that I recently received. It seems to me that this type of thing is going to be hard to compete against:
To Improve Outcomes for Students, We Must Improve Support for Faculty — from campustechnology.com by Dr. David Wiley
The doctoral programs that prepare faculty for their positions often fail to train them on effective teaching practices. We owe it to our students to provide faculty with the professional development they need to help learners realize their full potential.
Excerpts:
Why do we allow so much student potential to go unrealized? Why are well-researched, highly effective teaching practices not used more widely?
The doctoral programs that are supposed to prepare them to become faculty in physics, philosophy, and other disciplines don’t require them to take a single course in effective teaching practices.
The entire faculty preparation enterprise seems to be caught in a loop, unintentionally but consistently passing on an unawareness that some teaching practices are significantly more effective than others. How do we break this cycle and help students realize their full potential as learners?
From DSC:
First of all, I greatly appreciate the work of Dr. David Wiley. His career has been dedicated to teaching and learning, open educational resources, and more. I also appreciate and agree with what David is saying here — i.e., that professors need to be taught how to teach as well as what we know about how people learn at this point in time.
For years now, I’ve been (unpleasantly) amazed that we hire and pay our professors primarily for their research capabilities — vs. their teaching competence. At the same time, we continually increase the cost of tuition, books, and other fees. Students have the right to let their feet do the walking. As the alternatives to traditional institutions of higher education increase, I’m quite sure that we’ll see that happen more and more.
While I think that training faculty members about effective teaching practices is highly beneficial, I also think that TEAM-BASED content creation and delivery will deliver the best learning experiences that we can provide. I say this because multiple disciplines and specialists are involved, such as:
The point here is that one person can’t do it all — especially now that the expectation is that courses should be offered in a hybrid format or in an online-based format. For a solid example of the power of team-based content creation/delivery, see this posting.
One last thought/question here though. Once a professor is teaching, are they open to working with and learning from the Instructional Designers, Learning Scientists, and/or others from the Teaching & Learning Centers that do exist on their campus? Or do they, like many faculty members, think that such people are irrelevant because they aren’t faculty members themselves? Oftentimes, faculty members look to each other and don’t really care what support is offered (unless they need help with some of the technology.)
Also relevant/see:
