community colleges

Some solid questions & reflections re: our current education paradigms — from Eva Keiffenheim

On 10/27/2021, in colleges, community colleges, Daniel S. Christian, education, education reform, Europe, experimentation, higher education, ideas, K-12 related, learning, Learning Experience Design, universities, by Daniel Christian

An excerpt from Eva Keiffenheim’s Learn Letter re: A New Education Paradigm (emphasis DSC)

Here are a couple of underlying assumptions within our current education paradigm:

assessment through standardized testing and grades
outcome-focus on academic achievements
the purpose of education is to produce future workforce
teachers and professors are the unique source of knowledge
an inherent dominance (adults > children; professionals > students)
lectures and listening are a valid form of learning
subjects exist in hierarchies (math, languages > art, music)
content should be delivered in discrete subjects

I invite you to question the current paradigm: How would schools and universities look like so that all young people can flourish?

From DSC:
Eva’s reflections remind me of what I was trying to say the other day about how ideas start out as fragile…but if they take hold, they become very powerful. Today’s education paradigms are a great example of that. These paradigms have deep roots that are very hard to change.

Ideas start out fragile...but if they take root, they grow to be very strong.

A special report from Educause Review on Digital Transformation

On 10/26/2021, in accessibility / UDL, change, changing business models, colleges, community colleges, culture, future of higher education, game-changing environment, higher education, IT in HE, leadership, staying relevant, strategy, surviving, teaching & learning, universities, by Daniel Christian

The Damaging Myth of the Natural Teacher [McMurtrie]

On 10/25/2021, in adjunct faculty, colleges, community colleges, faculty, higher education, professional development, teaching & learning, universities, by Daniel Christian

The Damaging Myth of the Natural Teacher — from chronicle.com by Beth McMurtrie

Excerpt:

The mistaken ideas about teaching that Sathy had early in her career are widespread — and not only among new instructors. Good teaching is often seen as a natural talent when really it’s a skill, one that can be learned and refined.
…
Thinking back to those early days, though, Sathy sees how that first stumble could have led her in a different direction. If it weren’t for a “big lightbulb moment” that enabled her to quickly understand her mistakes, a fierce determination to become a better teacher, and an openness to seeing her role not as the expert who commands a room, but as a partner in students’ learning, she could have been yet another hapless instructor wondering how to get through the semester without too many punishing evaluations.

“I’m glad I had the courage to keep getting back into the ring,” she says.

From DSC:
Perhaps folks might want to experiment with the teaching strategy as mentioned below from Dr. Barbi Honeycutt’s Lecture Breakers Weekly e-newsletter.

From The Scholarly Teacher blog — who just added a new section on the blog which includes teaching tip infographics.

This week, they shared variations of Think, Pair, Share. In this teaching strategy, you give the students a problem or question. Then, you ask them to think about the question, pair up with a partner to discuss it, and then share it with the rest of the class (hence the name “think, pair, share”).

In this adaption, you do the same process, but instead of asking them to share with the class, you ask them to post a tweet using a class hashtag. Then you can read the tweets aloud, integrate them into your lecture, and/or facilitate a class discussion. This teaching strategy works well for blended, in-person, and online course formats, so it’s very adaptable to any topic or lesson.

Interesting article: “The college campus is the model for return to office” [Zeng & Deng]

On 10/16/2021, in business, change, collaboration, colleges, communities of practice, community colleges, corporate / business world, culture, society, United States, workplace, by Daniel Christian

The college campus is the model for return to office — from by Jiani Zeng Honghao Deng
Using tech to map the spaces we need for the future of work

Excerpt:

Yet while the emergence of new variants continues to frustrate efforts to resume in-person work, the Delta variant alone does not explain why major employers continue to struggle to bring workers back in person. It seems that employees have lost faith in past models of working, which naturally prompts an examination of what a future “ebb and flow” will actually look like.

Well, it’s likely we already know what this new office environment will look like: the university campus.
…
College campuses have spaces that foster collaboration, community and culture — labs, open areas, cafes, not to mention auditoriums and arenas for events, sports and other rituals. But these are opt-in — no one forces you to go to the basketball game. You choose to go. So too companies will want to use their space to foster collaboration and culture for employees to opt into.

@CanvasLMS users, checkout this great article on creating e-learning content. #CanvasLM #CanvasFAM https://t.co/TgYrHbX35z

— Jim Wolf M.S.Ed., M.S.Ed.I.T. (@wjameswolf) October 5, 2021

Here’s an example of what an engaging and exciting online course might [look like].

You start with a short video that introduces the subject. It focuses on the course’s main ideas, and how they relate to one another, getting your learners interested in the topic and making them eager to learn more.

Education and Justice Departments Warn of Covid’s ‘Profound Toll’ on Student Mental Health [Brown]

On 10/15/2021, in adjunct faculty, colleges, community colleges, faculty, health, higher education, K-12 related, parents/guardians, student-related, surviving, teachers, teaching & learning, United States, universities, youth, by Daniel Christian

Education and Justice Departments Warn of Covid’s ‘Profound Toll’ on Student Mental Health — from chronicle.com by Sarah Brown

Excerpt:

As the pandemic drags on past 19 months in the United States, the Education Department and the Justice Department on Wednesday implored colleges and schools to be especially attentive to students who are showing signs of self-harm or suicide.

If institutions don’t adequately support students with mental-health diagnoses, as required by federal law, the departments warned that they could draw an investigation.

Suzanne B. Goldberg, a former senior administrator at Columbia University who’s now the Education Department’s acting assistant secretary for civil rights, wrote in a letter to educators that the Covid-19 era had “taken a profound toll” on students’ mental health.

Higher Education Needs to Move Toward Mass-Personalization [Fourtané]

On 10/15/2021, in 21st century, 24x7x365 access, adult learning, Alternatives, analytics, Artificial Intelligence/Agents/LLMs/and Related, change, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, curriculum, data related items, emerging technologies, future, future of higher education, game-changing environment, higher education, innovation, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, lifelong learning, love of learning, more voice more choice more control, New "Amazon.com" of Higher Education, online learning, personalized/customized learning, United States, universities, vendors, vision/possibilities, by Daniel Christian

Higher Education Needs to Move Toward Mass-Personalization — from fierceeducation.com by Susan Fourtané

Excerpt:

Every industry, from health sciences to marketing to manufacturing, is using Artificial Intelligence (AI) to facilitate the delivery of mass-personalization, yet education has been slow in its adoption. These smart systems create personalized solutions targeted to meet the unique needs of every individual.

Artificial Intelligence-based technologies have the potential of serving as tools for educators to provide personalized learning. However, for mass-personalization to work, institutions first need to align their leadership. In his feature session What Is It Going to Take to Move from Mass-Production to Mass-Personalization?, during the recent Online Learning Consortium virtual event, Dale Johnson, Director of Digital Innovation at Arizona State University, addressed the issue of mass personalization in higher education.

Johnson reinforced the idea that with mass-personalization professors can deliver the right lesson to the right student at the right time.
…
Mass-personalization software does not replace the professor. It makes the professor better, more focused on the students.

Why inexperienced workers can’t get entry-level jobs — from bbc.com by Kate Morgan; with thanks to Ryan Craig for this resource

Excerpt:

As anyone who’s graduated from university or applied for their first job in recent years can attest to, something new – and alarming – has happened to entry-level jobs: they’ve disappeared.

A recent analysis of close to 4 million jobs posted on LinkedIn since late 2017 showed that 35% of postings for “entry-level” positions asked for years of prior relevant work experience. That requirement was even more common in certain industries. More than 60% of listings for entry-level software and IT Services jobs, for instance, required three or more years of experience. In short, it seems entry-level jobs aren’t for people just entering the workforce at all.

“Internships are now the entry level,” he says. “Most of the students in college are doing or trying to do internships, and now it’s increasingly common to do more than one.”

From DSC:
I love the idea of internships. (In my days in college, internships were reserved mainly for engineers; few of us had them back then.)

But with an eye on the cost of obtaining a degree, internships should be PAID internships. That is, interns should receive decent/proper compensation. I’m concerned that businesses will take advantage of free labor here (though that’s less likely given the tight labor market I suppose). But businesses have taken advantage of free labor in the past. “It takes a village…”

Also see:

Virtual work is here to stay. Here’s how colleges can help students land remote internships. — from highereddive.com by Natalie Schwartz
The pandemic disrupted the world of work — and internships. But colleges and employers responded by trying new strategies online.

Common Anxieties in Beginning HyFlex: Learning to Teach a HyFlex Class — from hyflexlearning.org by Brian Beatty

Excerpt:

Not surprisingly, one of the biggest anxieties – FEARS – for many faculty considering or implementing a HyFlex approach for the first time is learning how to do so, and to do so effectively the very first time. No one likes to feel like they aren’t equipped to do the work they are required (or challenged) to do; perhaps especially teachers who are normally in full control of their classrooms and the activities that take place in them. When you are planning to teach HyFlex, it may seem like you are planning for CHAOS, or at least planning to lose control over the class environment(s), the teaching process, and ultimately student learning. Let’s address those concerns one at a time, but briefly.

If we assume you are an effective classroom teacher, then a common design path that I usually recommend is to start with your plans for an effective classroom experience and work to translate those to the other modes, accessing expert guidance as needed (such as, instructional designers, online course design books, your colleagues). What are the learning outcomes (or instructional objectives) for the classroom? How will those translate into the online mode(s) you are planning? What about the instructional content and associated activities for the classroom? How do those translate? What about plans for assessment? Start with what you know, and are confident with, and then layer in approaches for the other modes.

AI+ alumni + real-world practitioners + accreditation agencies = outcomes for next year [Christian]

On 10/06/2021, in 21st century, 24x7x365 access, accreditation, adjunct faculty, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, Canvas - and other Instructure-related items, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, credentialing, curriculum, Daniel S. Christian, data related items, emerging technologies, entrepreneurship, experimentation, faculty, future, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, law schools, leadership, learning, learning ecosystem, Learning from the Living [Class] Room, Legal operations, legislatures / government / legal, lifelong learning, Michigan, New "Amazon.com" of Higher Education, new business models, online learning, platforms, professional development, reinvent, smart/connected TV, society, surviving, technologies for your home, tools, training / L&D, United States, universities, vision/possibilities, vocational / trades, by Daniel Christian

AI+ alumni + real-world practitioners + accreditation agencies = outcomes for next year -- by Daniel S. Christian

Learning from the living class room

Colleges Seek Virtual Mental Health Services [Carrasco]

On 10/04/2021, in colleges, community colleges, health, telemedicine / telehealth / virtual health, United States, universities, by Daniel Christian

Colleges Seek Virtual Mental Health Services — from insidehighered.com by Maria Carrasco; with thanks to Ray Schroeder for this resource out on LinkedIn
New digital and telehealth options make it easier for students living off campus — even in a different state — to access their institution’s mental health resources.

Now, as most institutions resume more normal in-person operations, they are leaning on telehealth mental health services to deliver help to students, whether they are on campus or off.

“We’ve seen that a lot of schools are focusing more on their services and making sure that they have an offering for health and well-being such as telehealth and teletherapy,” said Seli Fakorzi, director of mental health operations at TimelyMD, a telehealth provider. “Campuses are now thinking about whether they’re offering enough services that provide virtual and in-person support.”

Resources from “The Science of Learning” — from deansforimpact.org

Excerpt:

The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching. The report is a resource for teacher-educators, new teachers, and anyone in the education profession who is interested in how learning takes place.

Deans for Impact believes all teacher-candidates should know the cognitive-science principles explored in The Science of Learning. And all educators, including new teachers, should be able to connect those principles to their practical implications for the classroom.

One of those resources is:

Also see:

There are six major takeaways from our first administration of our Learning by Scientific Design assessment:

In general, future teachers are unfamiliar with basic principles of learning science – and they struggle to connect these principles to practice.
Encouragingly, future teachers recognize the critical role that background knowledge plays in learning.
Future teachers struggle to identify effective forms of practice – and they appear to conflate student engagement with learning.
For the most part, teacher-candidates hold beliefs about teaching and learning that align to principles of learning science –- but there are clear areas for improvement.
Teacher-candidate understanding of learning science does not vary based on key categories we might expect.
Teacher-educators in the LbSD Network do better at identifying learning-science principles in practice than just the principles in the abstract.

Reflections on “Why everybody’s hiring but nobody’s getting hired” [Molla & Stewart]

On 10/01/2021, in business, career development, change, colleges, communities of practice, community colleges, corporate / business world, corporate universities / corporate training, Daniel S. Christian, formal learning, future, future of higher education, game-changing environment, generational differences, informal learning, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, pace of change, passions, professional development, reinvent, society, staying relevant, strategy, surviving, training / L&D, United States, universities, vendors, vocational / trades, workplace, by Daniel Christian

Why everybody’s hiring but nobody’s getting hired — from vox.com by Rani Molla and Emily Stewart; with thanks to Ryan Craig for this resource
America’s broken hiring system, explained.

Tim Brackney, president and COO of management consulting firm RGP, refers to the current situation as the “great mismatch.” That mismatch refers to a number of things, including desires, experience, and skills. And part of the reason is that the skills necessary for a given job are changing faster than ever, as companies more frequently adopt new software.

“Twenty years ago, if I had 10 years experience as a warehouse manager, the likelihood that my skills would be pretty relevant and it wouldn’t take me that long to get up to speed was pretty good,” Joseph Fuller, a management professor at Harvard Business School and co-author of a recent paper on the disconnect between employers and employees, said. “The shelf life of people’s skills for a lot of decent-paying jobs has been shortening.”

From DSC:
I also think those hiring don’t think people can reinvent themselves. Folks who hire someone (and/or the applicant tracking systems as play) always seem to look for an exact match. There is little vision and/or belief that someone can grow into a position, or to lead differently, or to go in a different but better direction. They reach for their cookie cutters and shove their imaginations and ability to think bigger aside.

Employers could help people by investing in their employees’ growth and development — even if it means they actively help an employee take a right turn. Such an employee could hopefully find a new fit within that organization — if they do, they would likely turn out to be fiercely loyal.

Even if it means offering an employee 1-2 courses a year that they want to learn about — NO STRINGS ATTACHED — the learning culture would get a huge boost!!! Peoples’ love/enjoyment of learning would grow. Morale would improve. People would feel valued.

Let me offer a personal example:

My old boss, Mr. Irving Charles Coleman Jr, let me take a Photoshop class while I was working in the IT Department at Kraft Foods’ headquarters. Kraft paid for it, even though it wasn’t directly related to my position at the time. That course ended up changing my life and my future direction. No kidding. Thank you Irv! You’re the best!

Learning Ecosystems

A special report from Educause Review on Digital Transformation

The Damaging Myth of the Natural Teacher [McMurtrie]

Interesting article: “The college campus is the model for return to office” [Zeng & Deng]

Common Anxieties in Beginning HyFlex: Learning to Teach a HyFlex Class [Beatty]

Colleges Seek Virtual Mental Health Services [Carrasco]

Reflections on “Why everybody’s hiring but nobody’s getting hired” [Molla & Stewart]

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