content development, aggregation, repositories

The Short-term Credentials Landscape — from newamerica.org by Monique O. Ositelu, PhD, Clare McCann, and Amy Laitinen
What We See and What Remains Unseen

Abstract

Given the rapid growth in short-term programs, and policymakers’ fast-growing interest to invest federal higher education dollars into very-short-term credentials, we explore what the research does—and does not— show us about such credentials’ utility in the labor market. With concerns about equity, our review of the literature guides us towards caution, as a strong push for short-term certificates may run the risk of reifying socioeconomic stratification.

From DSC:
I wonder…will accreditation move towards the use of crowd-sourced methods? Similar to rating one’s driver or one’s experience with a product, will microcredentials get into more reviews and recommendations from the users of various learning/training-related sites and services?

Will users of a service comment on whether the credential helped them (with a salary increase, with practical knowledge, with an expanded scope of projects at work, etc.)?

My post-pandemic learning list — from chieflearningofficer.com by Elliott Masie
This is the time to extend our skills as learning professionals through the power of learning.

Excerpt:

Curation on a personal level. I want to create new ways to curate awesome information and knowledge that I encounter every day. I want a “Later” button on my mouse or a gesture feature on my phone to capture and re-present indicated content to me at a later time. My curiosity as a learner is demanding a better way to tag or selectively highlight content, conversations and resources effortlessly and at any time throughout the day.

Adding arts to learning for impact. We have hosted 33 one-hour Empathy Concerts since April 2020, combining Broadway performers and learning experts for powerful blends of content and music relevant to the workplace. I am excited to expand models for incorporating music, songs and theater into our learning efforts. Arts expand the emotional impact of cognitive mastery.

Also see:

The reverse culture shock of returning to the office — from chieflearningofficer.com by Camille Preston
Understanding reverse culture shock and its effects may be the best way to prepare for post-pandemic work and life.

Excerpt:

While leaving home to return to work will be remarkably different than coming back from an overseas tour, there are similarities. Understanding reverse culture shock and its effects may also be the best way to prepare for post-pandemic work and life.

When Should You Use Branching Video Scenarios for eLearning? — from learningsolutionsmag.com by Bill Brandon

Excerpt:

Among the many changes today in the way we think about learning and training is the shift from knowledge transfer to skill development. Scenario-based learning (SBL) and the inclusion of practice with feedback are often overlooked but in many cases more effective approaches to the development of skill and competence.

What’s a scenario?
A scenario is a type of story; it presents learners with a situation in a way that engages them and places them in the situation. Scenarios are a methodology for quickly creating and delivering content to an audience based on needs and feedback. Scenarios are closely related to microlearning, and in fact some microlearning employs short scenarios as the main method of delivery. Learners are able to make decisions, solve problems, apply knowledge, and practice skills. The scenario presents challenges like the ones the learners will face in real-life situations.

The story is important! In his book Scenario-based Learning: Using Stories to Engage Learners, Ray Jimenez says, “The design of scenario-based training requires the craftsmanship of a storyteller, an instructional designer, and a subject matter expert.”

Nalukai Academy: Harvesting Hawai’i’s Next Generation of Leaders — from gettingsmart.com by Ashley Ranan

Excerpt:

Nalukai’s program curriculum includes 5 areas of interest:

Digital storytelling – branding & marketing, content creation, web design
Leadership – project management, collaboration, team dynamics
Entrepreneurship – networking, investor pitches, business plan development
Design thinking – prototyping, mind-mapping, iteration
Technology – coding, web development, digital business tools

Also see:

Record, transcribe, clip, and share video from Zoom in real-time. — This Grain tool/resource is from Jeremy Caplan’s Wonder Tools newsletter. Thanks Jeremy for passing this info along!

From DSC:
These kinds of tools should make for interesting discussions in online-, hybrid-, and hyflex-based courses…as well as in microlearning-based streams of content perhaps.

States and School Systems Can Act Now to Dismantle Silos Between High School, College, and Career [Heyward, McCann, & Gross]

On 05/21/2021, in 21st century, career development, change, collaboration, colleges, communications, communities of practice, community colleges, content development, aggregation, repositories, credentialing, curriculum, education, education reform, experimentation, future, future of higher education, game-changing environment, higher education, homeschooling/homeschoolers, ideas, innovation, K-12 related, leadership, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, legislatures / government / legal, United States, universities, vocational / trades, workplace, by Daniel Christian

States and School Systems Can Act Now to Dismantle Silos Between High School, College, and Career — from crpe.org by Georgia Heyward, Sarah McCann, & Betheny Gross | May 2021

We offer four ways states can engage K–12:

Invest in virtual platforms that support college and career navigation.
Incentivize bold experimentation with hybrid learning to design new models that blend school and workplace learning or connect with postsecondary microcredentials.
Step in to encourage and regulate high-quality, postsecondary microcredentials that stack toward associate and bachelor degrees.
Combine policy with technical assistance to help districts credit out-of-school learning.

Thursday, 5/20/21, is Global Accessibility Awareness Day!!!

On 05/18/2021, in accessibility / UDL, adjunct faculty, adult learning, colleges, communities of practice, community colleges, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, distance education, education, education technology, elearning, faculty/staff, flipping -- inverted learning, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, instructional design, internet, IT in HE, K-12 related, languages and translation, law schools, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, library / librarians, lifelong learning, marketing/social marketing, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, new media literacies, online learning, online media, online tutoring, participation, presentations, productivity / tips and tricks, reading, remote teaching and learning, society, storytelling, teachers, teaching & learning, teaching online, telelegal, telemedicine / telehealth / virtual health, tools, training / L&D, universities, user experience (UX), user interface design, vendors, videoconferencing, Virtual courts and law firms, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, visualizing information, voice recognition / voice enabled interfaces, web design and production, web-based collaboration, writing, youth, by Daniel Christian

Global Accessibility Awareness Day is this Thursday, May 20, 2021
Help us celebrate the tenth Global Accessibility Awareness Day (GAAD)! The purpose of GAAD is to get everyone talking, thinking and learning about digital access and inclusion, and the more than One Billion people with disabilities/impairments.

Also see:

Elevating Your Streaming Production Quality [Davis]

On 05/11/2021, in A/V -- audio/visual, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital audio, digital learning, digital video, distance education, education technology, higher education, instructional design, 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, liberal arts, multimedia, online learning, online media, online tutoring, platforms, podcasting, productivity / tips and tricks, professional development, quality, remote teaching and learning, teachers, teaching & learning, teaching online, tools, training / L&D, vendors, videoconferencing, virtual K-12 schools, web-based collaboration, by Daniel Christian

Elevating Your Streaming Production Quality — from avnetwork.com by Cindy Davis

Excerpt:

The instructional studios started with a mobile standing desk, which serves as the command center for instruction. The desk has a room controller, document camera, and an interactive display with an adapter for laptop content sharing. Behind the desk is a whiteboard with a whiteboard camera. In front of the desk, we designed an AV cart that includes a shotgun mic pair, LED light panels, two large displays, one off-lens teleprompter, and PTZ camera.

The studios put the instructor in control of the meeting using a Zoom Rooms controller— allowing them to easily switch between and share multiple types of content simultaneously: main camera, document camera, laptop content, digital annotations, and whiteboard writing.

Get to know reputable organizations that are linking research (in how people learn) to practice [Simmers]

On 05/10/2021, in adjunct faculty, adult learning, attention, colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, education, engagement / engaging students, face-to-face, faculty/staff, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, learning preferences, learning theories, liberal arts, pedagogy, productivity / tips and tricks, research, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, training / L&D, vendors, by Daniel Christian

Excerpt from Education Research Is Still Too Dense. We Need More Teacher-Researcher Partnerships. — from edsurge.com by Kristin Simmers

Get to know reputable organizations that are linking research to practice, such as Deans for Impact, The Learning Scientists, Student Experience Research Network, and The Learning Agency Lab.

109 New University Partnerships with OPMs, Bootcamps and Pathways in Q1 2021 [holoniq.com]

On 05/07/2021, in 21st century, 24x7x365 access, Africa, Alternatives, Asia, Australia, business, business side of he, Canada, career development, change, changing business models, collaboration, computer science, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Europe, experimentation, game-changing environment, global / globalization, higher education, India, learning ecosystem, new business models, online learning, programming, real-world assignments, reinvent, technology (general), training / L&D, trends, UK, United States, universities, vendors, by Daniel Christian

109 New University Partnerships with OPMs, Bootcamps and Pathways in Q1 2021 — from holoniq.com
Universities around the world are accelerating their adoption of Academic Public-Private Partnerships.

Excerpt:

Based on the rate of partnership growth in Q1, 2021 may deliver over 400 new academic partnerships if growth continues at the same rate.

Other key points:

The US led the development and growth of the OPM model, now we are seeing an acceleration in adoption of OPM partnerships in international markets across Australia, Asia and Europe
Bootcamp Partnerships are powering Universities with immersive, short-format programs in technology and new domains in business. Expert curriculum, deep industry relationships and hiring pathways are driving very fast growth in campus-based and online programs.
We expect the Global OPX Market to grow at 19% CAGR, reaching $13.3B by 2025.

Faculty and Staff Often Don’t Trust One Another. How Do We Fix That? — from chronicle.com by Jenae Cohn
Three ways to bridge divisions as academe prepares for the post-pandemic era.

Excerpts:

One of the few welcome outcomes of Covid-19, and higher education’s rapid move to remote instruction, is that many faculty members are more aware than ever of who the staff members are and what we do.

As Lee Skallerup Bessette wrote in October, staff members — anyone working on a college campus who is not a professor or an administrator — have been on the front lines during the pandemic: “We are the face that faculty members see when they have questions, concerns, or struggles with the technology they have been asked to use. We are the face that students see when they have questions, concerns, or struggles related to distance learning or on-campus policies and procedures.”

Yet however much academics and administrators have been turning to us for help now, they still rarely involve and entrust staff members with campus decision-making around teaching, curriculum development, and research.
…
It behooves every college and university to consider what authentic collaboration between the staff and the faculty might look like. How? Here are three concrete steps in that direction.
.
Step 1: Offer incentives for faculty-staff partnerships.
Step 2: Rethink hierarchical traditions.
Step 3: Create shared experiences.

From DSC:
Although I was an Adjunct Professor for over 5 years and have worked alongside faculty members for 20 years, the majority of my work and efforts have mainly been on the staff side of the house. So I appreciate The Chronicle hosting this article and I thank Jenae for writing it. It’s an important topic.

If traditional institutions of higher education are going to survive, there needs to be much broader governance, a much greater use of teams to create and deliver learning experiences, and a much stronger culture of innovating and experimenting with new ideas. At the end of the day, I think that the following two things will be the deciding factors on whether a particular institution survives, merges, shrinks, or closes its doors altogether:

The culture of a particular institution
Whether that institution has visionary leadership or not (and not just being data-driven…which comes up short again and again)

Also see:

Debunking six continuing fallacies of higher education — from universityworldnews.com by Sanjit Sethi and Elliot Felix

Making VR a Reality in the Classroom [Flynn & Frost]

On 04/22/2021, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, attention, colleges, community colleges, content development, aggregation, repositories, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, distance education, education, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future, future of higher education, generational differences, graphics, higher education, human-computer interaction (HCI), ideas, immersion, innovation, instructional design, interaction design, interactivity, 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, multimedia, platforms, play, psychology, United States, universities, user experience (UX), vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, XR - extended reality, by Daniel Christian

Making VR a Reality in the Classroom — from er.educause.edu by Cat Flynn and Peter Frost
Faculty and staff at Southern New Hampshire University piloted virtual reality in an undergraduate psychology course to see if it can be an effective pedagogical tool.

Excerpt:

Meeting the Learning Needs of Gen Z and Beyond
While this study was conducted with current SNHU undergraduates, our team aimed to understand the implications of immersive learning for both today’s students and future learners.
…
Given Gen Z’s documented love for gaming and their desire for higher education to equip them with problem-solving and practical skills, VR provides a confluence of experiential learning and engagement.

From DSC:
Cost and COVID-19 are major issues here, but this is an interesting article nonetheless.

I think Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR) will play a significant role in the future of how we learn. It may take us some time to get there, but I believe that we will.

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities [Kreisa]

On 04/17/2021, in accessibility / UDL, adjunct faculty, adult learning, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), business, colleges, communications, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, faculty/staff, formal learning, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, Learning Experience Design, learning preferences, media/film, more voice more choice more control, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, online learning, online media, online tutoring, parents/guardians, participation, policy, productivity / tips and tricks, professional development, quality, remote teaching and learning, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, universities, usability, user experience (UX), user interface design, videoconferencing, virtual tutoring, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, web design and production, web-based collaboration, workplace, youth, by Daniel Christian

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities — from inclusionhub.com by Meredith Kreisa
Learning disabilities must be taken into account during the digital design process to ensure digital inclusion and accessibility for the community. This comprehensive guide outlines common learning disabilities, associated difficulties, accessibility barriers and best practices, and more.

“Learning shouldn’t be something only those without disabilities get to do,” explains Seren Davies, a full stack software engineer and accessibility advocate who is dyslexic. “It should be for everyone. By thinking about digital accessibility, we are making sure that everyone who wants to learn can.”
…
“Learning disability” is a broad term used to describe several specific diagnoses. Dyslexia, dyscalculia, dysgraphia, nonverbal learning disorder, and oral/written language disorder and specific reading comprehension deficit are among the most prevalent.

An image of a barrier being torn down -- revealing a human mind behind it. This signifies the need to tear down any existing barriers that might hinder someone's learning experience.

Reflections on “5 Ways to Marry Higher Ed to Work” [Schaffhauser]

On 04/11/2021, in business, career development, change, changing business models, collaboration, colleges, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, credentialing, curriculum, dangers of the status quo, Daniel S. Christian, disruption, future, future of higher education, game-changing environment, higher education, history, ideas, innovation, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, new business models, society, training / L&D, trends, United States, universities, vocational / trades, workplace, by Daniel Christian

5 Ways to Marry Higher Ed to Work — from campustechnology.com by Dian Schaffhauser

Excerpts:

Treat employers as customers.
Move beyond the idea of the bachelor degree as the end-all.
Link coursework with competences.
Develop a “shared vocabulary of skills” that can be used by employers and peer institutions.
Design for equity and inclusion.

From DSC:
It’s great to see more articles like this that promote further collaboration — and less siloing — between the worlds of higher education and the workplace.

My guess is that those traditional institutions of higher education who change/adapt quickly enough have a much greater chance at surviving (and even thriving). Those that don’t will have a very rough road ahead. They will be shadows of what they once were — if they are even able to keep their doors open.

Disruption is likely ahead — especially if more doors to credentialing continue to open up and employers hire based on those skills/credentials. One can feel the changing momentums at play. The tide has been turning for the last several years now (history may show the seeds of change were planted in times that occurred much longer ago).

Nearly Half of Faculty Say Pandemic Changes to Teaching Are Here to Stay — from campustechnology.com by Rhea Kelly

Among the findings:

Fifty-one percent of faculty said they feel more positive about online learning today than pre-pandemic. Faculty were most satisfied with how efficiently they were able to communicate with students — but across the board, a majority of faculty were also satisfied with how efficiently the technology worked, how well students learned and how well students engaged in class.
Fifty-seven percent of faculty said they feel more positive about digital learning materials than pre-pandemic.
Seventy-one percent of faculty reported they make considerable use of digital materials today, compared to 25 percent pre-pandemic. And 81 percent said they expect digital material use to remain the same or increase post-pandemic.
Fifty-eight percent reported considerable use of online homework and courseware systems, more than doubling the pre-pandemic share of 22 percent. Seventy-four percent expected the use of those systems to remain the same or increase post-pandemic.
Only 8 percent of faculty said they would revert to their pre-pandemic teaching practices after the pandemic is over.

Also see:

Success of Videoconferencing Could Keep a Lot of Education Work Remote — from thejournal.com by Dian Schaffhauser

Two-thirds of people in the education sector expect to see a continuation of remote work post-pandemic. Sixty-five percent of respondents in education agreed that due to the success of remote collaboration, facilitated by videoconferencing, their organizations are considering a flexible remote working model.

Learning Ecosystems

The Short-term Credentials Landscape [Ositelu, McCann, & Laitinen]

When Should You Use Branching Video Scenarios for eLearning? [Brandon]

Nice. “Record, transcribe, clip, and share video from Zoom in real-time.”

109 New University Partnerships with OPMs, Bootcamps and Pathways in Q1 2021 [holoniq.com]

Reflections on “Faculty and Staff Often Don’t Trust One Another. How Do We Fix That?” [Cohn]

Reflections on “5 Ways to Marry Higher Ed to Work” [Schaffhauser]

Nearly Half of Faculty Say Pandemic Changes to Teaching Are Here to Stay [Kelly]

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