community colleges

Just released today! Jane Hart’s Top 200 Tools for Learning

On 09/01/2020, in 21st century, active learning, adjunct faculty, Adobe, adult learning, Apple, Asia, assessment, blended learning, blogs / blogging / vlogging, 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, creativity, design, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education technology, educational games / serious games, elearning, engagement / engaging students, Europe, Facebook / Meta Platforms, faculty, flipping -- inverted learning, global / globalization, Google, higher education, instructional design, internet, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, media/film, microlearning, Microsoft, multimedia, Natural Language Processing (NLP), new media literacies, online learning, online media, participation, photography, platforms, play, productivity / tips and tricks, remote teaching and learning, simulations, social learning / networks, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, technology (general), tools, training / L&D, UK, United States, universities, user experience (UX), vendors, videoconferencing, voice recognition / voice enabled interfaces, web-based collaboration, webinars, workplace, writing, by Daniel Christian

Top 200 Tools for Learning — from toptools4learning.com by Jane Hart

Excerpt:

The Top Tools for Learning 2020 was compiled by Jane Hart from the results of the 14th Annual Learning Tools Survey, and released on 1 September 2020. For general information about the survey and this website, visit the About page. For observations and infographics of this year’s list, see Analysis 2020.

Teaching isn’t the same thing as learning: How Judaism reflects fundamental principles of learning — from michaelbhorn.com by Michael Horn

Excerpts:

As I reflected, it occurred to me that what the Torah is doing is what, in education, we might call spiraling. Spiraling is the notion that a student learns more about a topic each time she revisits it and thus expands her knowledge or improves her skill level. When you spiral, you intentionally spread the learning out over time, rather than only concentrate it in certain periods.

Broadly speaking, what Judaism recognizes is a fundamental truth—that teaching is not the same thing as learning. We don’t learn when someone is ready to teach it to us, but when we as individuals are ready to learn. You can’t make someone learn who isn’t ready for it.

Michael Horn

Let’s do a reality check, shall we? [Christian]

On 09/01/2020, in adjunct faculty, Asia, Australia, Canada, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education technology, elearning, engagement / engaging students, Europe, expectations, experimentation, faculty, future, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, India, instructional design, K-12 related, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, liberal arts, lifelong learning, Michigan, new business models, online learning, parents/guardians, pedagogy, reinvent, remote teaching and learning, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, telecommunications, UK, United States, universities, user experience (UX), using teams, vision/possibilities, web design and production, web-based collaboration, by Daniel Christian

From DSC:
I’ve heard many people mention that what we did throughout K-16 in the spring of 2020 was remote teaching — an emergency response to the Coronavirus. And I would agree with that assessment and verbiage — that was/is very true. It wasn’t online-based learning as many of us have come to know it over the last 20+ years. It didn’t offer a lot of the things that organizations like the Online Learning Consortium (OLC) and Quality Matters have been trying to promote and get us to achieve for years.

But then I hear the expectation that everything has been vastly improved over the summer and suddenly, almost overnight, all teachers, professors, trainers, adjunct faculty members, etc. have become highly proficient in matters involving online-based teaching and learning. In other words, the expectations say that:

Students should expect a top-notch experience now that summer is over.
Suddenly, Rome was built in a day!

But it wasn’t, and it isn’t.

It takes time and practice to become proficient in how to teach online. That’s the truth. It also takes a great deal of time and investments in hardware, software, tools, training/education/professional development, networking and telecommunications infrastructure, and more. It takes numerous skillsets to do it well. (By the way, that’s why I like to think in terms of team-based content creation and delivery.)

Also, often times, it takes MORE time to teach online than it does to teach in a face-to-face classroom. That is certainly the case for the first time that you will be teaching online. You need to know that going into it. You have to put your course together PLUS learn how to deliver it effectively in an online-based format. You need to learn a variety of tools and related ecosystems. Not a simple, overnight kind of task, I can assure you.

So students, don’t expect your faculty members to become professional online-based teachers overnight. Again, it takes time and practice…just like anything we set out to do.

And for you student teachers and Education Departments/Programs out there, keep at it. Don’t dismiss this time as a brief period/phenomenon that will simply go away and we’ll get back to “normal.” Make the necessary adjustments to your curriculum, toolsets, “teacher placements,” and more. Let’s get prepared for the future, come what may.

For higher ed, if you want to continue to use adjunct faculty members to handle a significant amount of the teaching load out there, you will need to better address the training and the $$/reimbursements that you provide to them.

And for all of the teachers, trainers, faculty members — and now even parents and/or guardians — out there, cut yourself some slack, give yourself some grace, and keep trying. One step at a time. Don’t get discouraged.

Also relevant/see:

Build and accelerate beyond the pandemic: Consciously deliver a great online experience for lifelong learners — from evoLLLution.com by Philip Regier

Excerpt:

Today’s learners have high expectations as expert consumers in all aspects of their lives. Higher education needs to create an infrastructure that meets the needs of this tech-savvy demographic. Institutions need to recognize that the online environment is here to stay and is in need of a rebuild in order to deliver the best student experience possible, even post-pandemic. In this interview, Phil Regier discusses the today’s learners’ expectations, scaling a high-quality online environment, and how to build the right infrastructure to support learners in this new and digitized normal.

Watch out for these 3 mistakes you’re making during distance teaching [Emerich France]

On 09/01/2020, in active learning, adjunct faculty, CMS/LMS, collaboration, colleges, communications, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, distance education, education, education technology, educational games / serious games, elearning, experimentation, faculty, higher education, homeschooling/homeschoolers, ideas, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning preferences, liberal arts, online learning, online tutoring, participation, pedagogy, remote teaching and learning, student-related, teachers, teaching & learning, teaching online, universities, user experience (UX), by Daniel Christian

Watch out for these 3 mistakes you’re making during distance teaching — from edsurge.com by Paul Emerich France

Excerpt:

Distance teaching also shone a light on problematic practices that were never effective in person, either. And trying to re-create them in a virtual environment didn’t make them any better. As many schools resume remote instruction this fall, watch out for these three mistakes you may be making. More importantly, give yourself the liberty to try out some of the alternative approaches that can help make distance teaching more sustainable and effective.

Moody’s: Coronavirus is accelerating shift to online education [Schwartz]

On 08/31/2020, in 21st century, 24x7x365 access, active learning, business side of he, change, changing business models, colleges, community colleges, content development, aggregation, repositories, cost of getting a degree, culture, digital learning, distance education, education technology, elearning, future, future of higher education, game-changing environment, Google, higher education, human-computer interaction (HCI), instructional design, IT in HE, online learning, pace of change, parents/guardians, platforms, reinvent, remote teaching and learning, society, staying relevant, surviving, teaching & learning, teaching online, traditional / tradition, training / L&D, trends, United States, universities, vendors, vision/possibilities, web-based collaboration, by Daniel Christian

Moody’s: Coronavirus is accelerating shift to online education — from educationdive.com by Natalie Schwartz

Dive Brief:

The pandemic will hasten a transformation of higher education business models, according to a new Moody’s Investors Service report.
The crisis will accelerate many colleges’ plans to grow their online footprints, though not all schools have the resources to invest in digital infrastructure, the report notes. They will also likely expand non-degree and certificate programs.
Analysts predict that once the pandemic subsides, some colleges will struggle if they haven’t established a strong online presence.

“Some universities previously resistant to change will have to take more expansive steps to adapt to this transformation,” Pranav Sharma, assistant vice president at Moody’s, said in a statement. “Not all universities, however, have the resources or culture to move quickly and the coronavirus will expedite existential threats for some.”

Also see:

Active Learning while Physically Distant — from blogs.acu.edu

Excerpt:

Use a Google Form as an entrance or exit ticket. Upon entering class, a quick google form can engage students with a couple of quick questions. A google form as an exit ticket can provide good insight into student learning that day.

From Beth McMurtrie in this week’s “Teaching” over at The Chronicle:

Examples of innovative assessment strategies
An instructor’s request to help students engage with digital textbooks
Some resources for effective online, equitable, & antiracist teaching

From DSC:
I especially appreciated the item re: the creation/use of multimedia-based content in place of a more traditional assessment. This type of assignment/assessment allows more choice and it opens up opportunities for more creativity and expression.

The Great Online Migration and Curricular Materials Product-Market Fit [Feldstein]

On 08/27/2020, in business side of he, change, changing business models, colleges, community colleges, dangers of the status quo, digital learning, distance education, education technology, face-to-face, future of higher education, higher education, new business models, online learning, online media, platforms, remote teaching and learning, textbooks, by Daniel Christian

The Great Online Migration and Curricular Materials Product-Market Fit — from eliterate.us by Michael Feldstein

Excerpts:

Third, COVID-19 will accelerate the need of colleges and universities to find ways of continuing to serve their graduates for 20 or 40 years rather than for two or four. Quite simply, they will need revenue at a time when the pace and breadth of reskilling needs in the workplace is accelerating. These students will need online or blended educational experience, which will mean that more instructors will be called upon to teach using new modalities.
…
Major changes in the market
This shift online will drastically shift approaches to curricular materials at both the individual instructor and the institutional levels.
…
Meanwhile, institutions will face two pedagogy-related challenges. First, they will have to work very hard to retain students who are under increased financial stress and may struggle in an online environment more than they would in a residential program. Since the colleges will also be under financial stress, they will need to retain every student possible. They will no longer have the luxury of simply letting faculty teach however they like and accepting that some of them are not good at helping their students to succeed.

How to use Microsoft Word’s new ‘Transcribe’ tool — from thenextweb.com by Rachel Kaser; with thanks to Tim Holt for publishing this on his blog

Excerpt:

At the moment, the Transcribe tool is only available on the online version of Word, and only to Microsoft 365 subscribers. There are plans to bring it to Word mobile at some point in the future. It also only supports English, but that’s also likely to change.

So how do you actually use the Transcribe tool? Here’s how.

Resources re: virtual labs from the OLC & from Educause

On 08/26/2020, in 21st century, 24x7x365 access, A/V -- audio/visual, Augmented Reality (AR), biology, chemistry, cloud-based computing / apps / other cloud-related, colleges, community colleges, education technology, engagement / engaging students, experimentation, higher education, ideas, innovation, instructional design, interaction design, interactivity, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, multimedia, online learning, participation, physics, platforms, science, simulations, STEAM-related, teachers, teaching & learning, teaching online, tools, United States, universities, user experience (UX), vendors, visualizing information, web design and production, XR - extended reality, by Daniel Christian

7 Things You Should Know About Virtual Labs — from library.educause.edu

Excerpt:

Virtual labs are interactive, digital simulations of activities that typically take place in physical laboratory settings. Virtual labs simulate the tools, equipment, tests, and procedures used in chemistry, biochemistry, physics, biology, and other disciplines. Virtual labs allow students to participate in lab-based learning exercises without the costs and limitations of a physical lab. Virtual labs can be an important element in institutional efforts to expand access to lab-based courses to more and different groups of students, as well as efforts to establish contingency plans for natural disasters or other interruptions of campus activities.

Addendum on 8/27/20:

Ryerson U Intros AR-Enhanced Science Labs — from campustechnology.com by Dian Schaffhauser

The Digital Experience and the Analog Institution — from evoLLLution.com by Adrian Haugabrook | Executive Vice President and Managing Director of the Horizon Group, Southern New Hampshire University

For decades, higher education had to follow a more rigid structure built for the traditional student—now the minority of the higher ed learner population. Institutions need to rethink their infrastructures to fit non-traditional students, who look for a more flexible and customized digital experience. In this interview, Adrian Haugabrook discusses key elements to redesigning the student experience, higher ed’s responsibility to their consumer and how to create this high-quality experience as we head into a recession.

Excerpt:

The second element would be options and choices. We typically think of the educational process as linear—from point A to point B to point C. But what if it was a cyclical process, one where students are coming in and out of your learning ecosystem in different ways. This is especially true for adult learners. Their demands are very different than those we heard from traditional students. So, how do you provide the right options that allow for positive decision-making and progression?

Alternative Credentials, Scaled Degrees, and the New Higher Ed Matthew Effect — from insidehighered.com by Joshua Kim
The potential impact of elite-branded affordable online certificates and degrees on regionally-branded tuition-dependent colleges and universities.

Excerpt:

I pulled those quotes from the 8/10/20 IHE article At Home, Workers Seek Alternative Credentials. Given the crazy times, I’m not sure if that article is getting the attention across higher ed that it deserves. Everyone is entirely focused on the near-term challenges of academic continuity during the pandemic. And that is the right place to be focusing. You can’t plan for the long-term when the short-term is so unstable.

But today, I’m going to ask you to do just that. If you can, step back from thinking about COVID-19 and what is happening to your school in the fall, and give some thought to the medium-to-long-term impact of the rise of alternative credentials and scaled degrees to your institution.

First, let me ask you a question. How does your school balance its books? Where does the money come from?

DC: For those involved in Theatre, here’s to such innnovation in the future!

On 08/21/2020, in 21st century, 24x7x365 access, active learning, attention, career development, change, collaboration, colleges, communities of practice, community colleges, computer science, content development, aggregation, repositories, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, distance education, drama/theater, education, education technology, educational games / serious games, elearning, engagement / engaging students, future, higher education, ideas, innovation, interaction design, interactivity, interface design, learning ecosystem, liberal arts, media/film, multimedia, music, online learning, participation, platforms, programming, project-based learning, real-world assignments, remote teaching and learning, society, storytelling, student-related, surviving, United States, universities, user experience (UX), user interface design, using teams, Virtual Reality (VR) / worlds / learning, vision/possibilities, web design and production, web-based collaboration, writing, XR - extended reality, by Daniel Christian

From edsurge.com today:

THOROUGHLY MODERN MEDIA: This spring, a college theater course about women’s voting rights aimed to produce a new play about the suffrage struggle. When the pandemic scuttled those plans, professors devised a new way to share suffragist stories by creating an interactive, online performance set in a virtual Victorian mansion. And their students were not the only ones exploring women’s voting rights as the country marks the 100th anniversary of the Nineteenth Amendment.

…which linked to:

The Pandemic Made Their Women’s Suffrage Play Impossible. But the Show Went on— Virtually — from edsurge.com by Rebecca Koenig

Excerpts:

Then the pandemic hit. Students left Radford and Virginia Tech. Live theater was canceled.

But the class wasn’t.

“Neither of us ever said, ‘Forget it,’” Hood says. “Our students, they all wanted to know, ‘What are we doing?’ We came to them with this insane idea.”

They would create an interactive, online production staged in a virtual Victorian mansion.
…
“Stage performance is different than film or audio. If you just have audio, you only have your voice. Clarity, landing sentences, really paying attention to the structure of a sentence, becomes important,” Nelson says. “Students got a broader sense of the skills and approaches to different mediums—a crash course.”

From DSC:
Talk about opportunities for interdisciplinary learning/projects!!! Playwrights, directors, actors/actresses, set designers, graphic designers, fine artists, web designers and developers, interactivity/interface designers, audio designers, video editors, 3D animators, and more!!!

With an eye towards the future…what questions should we be asking about learning experience design (#LXD)? [Christian]

On 08/19/2020, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, active learning, adjunct faculty, adult learning, attention, change, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, distance education, e-books, e-publishing related items (EPUB and more), education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, love of learning, mobile learning, more voice more choice more control, motivation, online learning, online media, online tutoring, participation, passions, pedagogy, personalized/customized learning, platforms, social learning / networks, society, staying relevant, storytelling, streams of content, student-related, teachers, teaching & learning, teaching online, training / L&D, ubiquitous learning, universities, user experience (UX), using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, XR - extended reality, by Daniel Christian

From DSC:
Some of the following questions came to my mind recently:

In this age of the Coronavirus, how can we think differently about learning experience design (#LXD)?
How can *teams* of people come together to reimagine what learning could look like in the future? Who might be some new players at the table? More students? Artists? Actors? More animators? More technicians and people from A/V? Specialists in XR? Corporate trainers coming together with Instructional Designers from higher ed and from K-12? #learningecosystems #future
How can we better tighten up the alignment between K-12, higher ed / vocational programs, and the corporate world?
How can we make self-directed learning more prevalent (which would release an enormous amount of energy & creativity)? #heutagogy

Maybe those aren’t even the right questions…

If not, what do you think? What questions should we be asking about learning these days?

#LXD #learningecosystems #future #lifelonglearning #onlinelearning #highereducation #K12 #corporatelearning #heutagogy

The main thing we need to remember is that this space no longer serves as an accessory to face-to-face teaching. It is now our main contact point with learners, so it needs to play different roles: communication channel, learning path, interaction platform and community space. Teachers therefore need a certain degree of freedom to design this space in the best way that suits their teaching style and philosophy as well as their course content and learning objectives.
…
What became obvious in the past months is that when it comes to teaching and learning fully online, the learning experience design aspect, including look, feel and logic of the platform from the users’ perspective- be it teachers or students-, are at least as important as the content.

(source)

Michigan State U joins Notre Dame & UNC in going online

On 08/19/2020, in change, colleges, community colleges, health, higher education, IT in HE, law schools, learning ecosystem, online learning, remote teaching and learning, United States, universities, by Daniel Christian

From the Coronavirus Updates out at The Chronicle of Higher Education

5:33 p.m. Eastern, 8/18/2020
Michigan State Moves Fall Term Online, Asks Students to Stay Home

Michigan State University is taking the fall semester entirely online, reversing its plan to hold some classes in person, the university’s president, Samuel Stanley, announced on Tuesday. Stanley said the university was asking students who had planned to live in residence halls to stay home.

“Given the current status of the virus in our country — particularly what we are seeing at other institutions as they repopulate their campus communities — it has become evident to me that, despite our best efforts and strong planning, it is unlikely we can prevent widespread transmission of Covid-19 between students if our undergraduates return to campus,” Stanley wrote.

The president seemed to be alluding to spikes of Covid-19 at campuses like the Universities of North Carolina at Chapel Hill and Notre Dame, both of which have moved operations online (for the rest of the fall semester in Chapel Hill, temporarily at Notre Dame). —Andy Thomason

At home, workers seek alternative credentials [McKenzie]

On 08/15/2020, in 21st century, 24x7x365 access, colleges, community colleges, computer science, corporate universities / corporate training, cost of getting a degree, credentialing, future, future of higher education, game-changing environment, generational differences, higher education, ideas, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, lifelong learning, MOOCs -- Massive Open Online Courses, programming, reinvent, society, staying relevant, student-related, surviving, trends, United States, universities, user experience (UX), by Daniel Christian

At home, workers seek alternative credentials — from insidehighered.com by Lindsay McKenzie
Interest in alternative online credentials spiked after people started working remotely this spring. Will the surge continue long-term?

Excerpt:

Several leading massive open online course providers, coding bootcamps and business schools offering non-degree credentials reported manyfold increases in web traffic, inquiries and enrollments.

Learning Ecosystems

Moody’s: Coronavirus is accelerating shift to online education [Schwartz]

The Great Online Migration and Curricular Materials Product-Market Fit [Feldstein]

Alternative Credentials, Scaled Degrees, and the New Higher Ed Matthew Effect [Kim]

Michigan State U joins Notre Dame & UNC in going online

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