The Digital Divide for Tribal College Students — COVID, CARES Act, and Critical Next Steps — from diverseeducation.com

Excerpt:

In this episode staff writer Sara Weissman shares a story that focuses on the digital divide for Native Americans by bringing in voices of tribal college leaders and their students during the COVID 19 pandemic.

Many don’t know but Native American colleges and universities have long struggled with the worst internet connectivity in the nation while ironically paying the highest rates for service. Hear first-hand how students from Diné College and other institutions are currently affected. Carrie Billie (Big Water Clan), President & CEO of the American Indian Higher Education Consortium (AIHEC) and Dr. Cynthia Lindquist (Star Horse Woman), President of Cankdeska Cikana Community College in North Dakota, break down the data and lay out critical next steps necessary to address the digital divide.

Many don’t know but Native American colleges and universities have long struggled with the worst internet connectivity in the nation while ironically paying the highest rates for service.

From DSC:
When will there be justice!? Let’s join in and make amends and provide the funding, concrete assistance, products, and services to Native American colleges, universities, and communities. Some potential ideas:

  • For the short term, could there be Loon balloons deployed immediately to provide free and stronger access to the Internet?

Could Project Loon assist Native American colleges, universities, and communities?

  • Could our Federal Government make amends and do the right thing here? (e-rate program, put Internet access in, make policy changes, offer more grants, other?)
  • Could Silicon Valley assist with hardware and software? For example:
    • Can Apple, HP, Microsoft, and others donate hardware and software?
    • Can Zoom, Adobe, Cisco Webex, Microsoft Teams, and others donate whatever these communities need to provide videoconferencing licenses?
  • Could telecom providers provide free internet access?
  • Could MOOCs offer more free courses?
  • Could furniture makers such as Steelcase, Herman Miller, and others donate furniture and help establish connected learning spaces?
  • How might faculty members and staff within higher education contribute?
  • How could churches, synagogues, and such get involved?
  • Could the rest of us locate and donate to charities that aim to provide concrete assistance to Native American schools, colleges, universities, and communities?

We need to do the right thing here. This is another area* where our nation can do much better.

* Here’s another example/area where we can do much better and make amends/changes.

 

 

From DSC:
Our oldest daughter showed me a “Bitmoji Classroom” that her mentor teacher — Emily Clay — uses as her virtual classroom. Below are some snapshots of the Google Slides that Emily developed based on the work of:

  • Kayla Young (@bitmoji.kayla)
  • MaryBeth Thomas 
  • Ms. Smith 
  • Karen Koch
  • The First Grade Creative — by C. Verddugo

My hats off to all of these folks whose work laid the foundations for this creative, fun, engaging, easy-to-follow virtual classroom for a special education preschool classroom — complete with ties to videoconferencing functionalities from Zoom. Emily’s students could click on items all over the place — they could explore, pursue their interests/curiosities/passions. So the snapshots below don’t offer the great interactivity that the real deal does.

Nice work Emily & Company! I like how you provided more choice, more control to your students — while keeping them engaged! 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

From DSC:
I also like the idea of presenting this type of slide (immediately below, and students’ names have been blurred for privacy’s sake) prior to entering a videoconferencing session where you are going to break out the students into groups. Perhaps that didn’t happen in Emily’s class…I’m not sure, but in other settings, it would make sense to share one’s screen right before sending the students to those breakout rooms and show them that type of slide (to let them know who will be in their particular breakout group).

The students in the different breakout sessions could then collaboratively work on Google Docs, Sheets, or Slides and you could watch their progress in real-time!

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

Also see:

 

Saving — and Enhancing — Music Education With Online Learning — from edcircuit.com by D. Travis Washington

Excerpt (emphasis DSC):

I teach Choir and lead the Young Vocal Scholars Program, and before COVID arrived, we were excited to move forward on the culmination of learning through live performances. With school closure, all that changed, and we were forced to adapt to virtual learning. Through the initial transition, we discovered that online learning options such as Soundtrap could not only extend projects we were currently working on but expand music learning to previously unimaginable heights.

When Covid hit and we couldn’t continue with the traditional choir program, my school looked for remote solutions. Soundtrap was exactly what we needed. We began conducting Young Vocal Scholars choir sessions remotely through Soundtrap and filled our extra Soundtrap seats with students from the District 8 Choir who weren’t being served music at all — doing similar projects that we had been creating previously in my classes. It was incredible to suddenly recognize that there were far more students interested in music who could connect via their laptops and tablets at home.

Also see:

Soundtrap for Education empowers students and teachers to explore creative sound recording in all subjects, for all ages and ability levels.

Soundtrap revolutionized my classroom in a virtual setting. Students became more engaged than ever before. My “4-star artists,” as I refer to my highly motivated students, kept making songs. I recall one of them saying to me, “Music class was cool because we sang together, but Soundtrap is cooler because it allows us to make projects together and they sound good.” 

 

The Dice Q3 Tech Job Report | Tech Hiring and COVID-19: What You Need to Know

The Dice Q3 Tech Job Report Tech Hiring and COVID-19: What You Need to Know

The Dice Q3 Tech Job Report: Tech Hiring and COVID-19: What You Need to Know — from techhub.dice.com
The report, issued quarterly by Dice, provides exclusive statistics and analysis on the tech hiring landscape, including top cities and states, top employers and the most sought-after skills and occupations.

From DSC:
One can quickly see how valuable this information would be as a data feed into an AI-based, next-generation learning platform.

The platform would connect the marketable skills with the courses, websites, blogs, RSS feeds/streams of content, etc. that would help a learner quickly and affordably build such in-demand skills. Given the shortening half-lives of many kinds of information, such a service is needed desperately…especially now with the impact of the Coronavirus.

Also relevant: See how ISTE built its upcoming virtual event!

 

Many students complain that online-based learning doesn’t engage them. Well, check this idea out! [Christian]


From DSC…by the way, another title for this blog could have been:

WIN-WIN situations all around! The Theatre Departments out there could collaborate with other depts/disciplines to develop highly engaging, digitally-based learning experiences! 


The future of drama and the theatre — as well as opera, symphonies, and more — will likely include a significant virtual/digital component to them. While it’s too early to say that theatre needs to completely reinvent itself and move “the stage” completely online, below is an idea that creates a variety of WIN-WIN situations for actors, actresses, stage designers, digital audio/video editors, fine artists, graphic designers, programmers, writers, journalists, web designers, and many others as well — including the relevant faculty members!

A new world of creative, engaging, active learning could open up if those involved with the Theatre Department could work collaboratively with students/faculty members from other disciplines. And in the end, the learning experiences and content developed would be highly engaging — and perhaps even profitable for the institutions themselves!

A WIN-WIN situation all around! The Theatre Department could collaborate with other depts/disciplines to develop highly engaging learning experiences!

[DC: I only slightly edited the above image from the Theatre Department at WMU]

 

Though the integration of acting with online-based learning materials is not a new idea, this post encourages a far more significant interdisciplinary collaboration between the Theatre Department and other departments/disciplines.

Consider a “Dealing with Bias in Journalism” type of topic, per a class in the Digital Media and Journalism Major.

  • Students from the Theatre Department work collaboratively with the students from the most appropriate class(es?) from the Communications Department to write the script, as per the faculty members’ 30,000-foot instructions (not 1000-foot level/detailed instructions)
  • Writing the script would entail skills involved with research, collaboration, persuasion, creativity, communication, writing, and more
  • The Theatre students would ultimately act out the script — backed up by those learning about sound design, stage design, lighting design, costume design, etc.
  • Example scene: A woman is sitting around the kitchen table, eating breakfast and reading a posting — aloud — from a website that includes some serious bias in it that offends the reader. She threatens to cancel her subscription, contact the editor, and more. She calls out to her partner why she’s so mad about the article. 
  • Perhaps there could be two or more before/after scenes, given some changes in the way the article was written.
  • Once the scenes were shot, the digital video editors, programmers, web designers, and more could take that material and work with the faculty members to integrate those materials into an engaging, interactive, branching type of learning experience. 
  • From there, the finished product would be deployed by the relevant faculty members.

Scenes from WMU's Theatre Department

[DC: Above images from the Theatre Department at WMU]

 

Colleges and universities could share content with each other and/or charge others for their products/content/learning experiences. In the future, I could easily see a marketplace for buying and selling such engaging content. This could create a needed new source of revenue — especially given that those large auditoriums and theaters are likely not bringing in as much revenue as they typically do. 

Colleges and universities could also try to reach out to local acting groups to get them involved and continue to create feeders into the world of work.

Other tags/categories could include:

  • MOOCs
  • Learning from the Living[Class]Room
  • Multimedia / digital literacy — tools from Adobe, Apple, and others.
  • Passions, participation, engagement, attention.
  • XR: Creating immersive, Virtual Reality (VR)-based experiences
  • Learning Experience Design
  • Interaction Design
  • Interface Design
  • …and more

Also see:

What improv taught me about failure: As a teacher and academic — from scholarlyteacher.com by Katharine Hubbard

what improv taught me about failure -as a teacher and academic

In improv, the only way to “fail” is to overthink and not have fun, which reframed what failure was on a grand scale and made me start looking at academia through the same lens. What I learned about failure through improv comes back to those same two core concepts: have fun and stop overthinking.

Students are more engaged when the professor is having fun with the materials (Keller, Hoy, Goetz, & Frenzel, 2016), and teaching is more enjoyable when we are having fun ourselves.

 

Canvas Certified Educator program for higher education

Per “Instructure Launches Canvas Certified Educator Program” out at The Journal by Dian Schaffhauser:

Each course is expected to take about four weeks to finish. They include:

  • Core 1: Foundational frameworks, which explores the impact of technology on student learning and the classroom and how Canvas can be used to help educators boost student achievement, motivation and engagement;
  • Core 2: Engagement strategies, to examine how Canvas can help enrich teaching practices and maximize student achievement;
  • Core 3: Personalized learning, to dive into personalized learning and learn how to create opportunities for student voice and choice within the learning environment;
  • Core 4: Transformational practices, to help participants learn how to evaluate open standard digital learning tools that can enhance learning through Canvas; and
  • Electives, described as a series of optional courses that can be selected by educators based on interests and needs.
 

10 Ways You Can Use Podcasts in Your Course to Engage Students — from barbihoneycutt.com by Barbi Honeycutt, Ph.D.

Excerpts:

Have you used podcasts in your courses yet? If not, you might want to consider it! Podcasts can be an excellent tool to add to your lesson to enhance a message, present more in-depth perspectives, and offer a different medium for students to engage with the course content.

10 Ways You Can Use Podcasts in a Course or Lesson:

1) Compare and contrast two podcast episodes where the same topic is discussed by different guests.
2) Use an episode as a supplement or additional resource for a reading assignment.

 

Fostering Student Creativity with Green-Screen Videos — from teachingprofessor.com by Jason Webb and Jeff Mangram

Excerpt:

Educators have come to realize that videos are highly effective and engaging ways to create online course content. One of the most engaging forms uses a green-screen backdrop to project images or videos behind or next to the speaker. Barbara Oakley used this technique in her famous course Learning How to Learn, where she brought in images to illustrate and amplify her message during course videos. Take a look at this example and consider the fact that Oakley shot the videos in her basement using only a couple hundred dollars’ worth of supplies. Today most colleges already have green-screen studios set up for marketing or other uses.

 

From DSC:
Put yourself in the place of the conscientious/thorough learner. If you come into a course on Canvas & see Quizzes, Assignments, Discussion Boards, as well as other items listed on the Course Navigation Bar — in addition to the Modules selection — you might find yourself going to check many of those selections Every. Single. Day.

Graphically speaking:

Let's stop the FOMO and make it easy to find the content and the to-do's

(DSC purchased this image from Getty Images)

From DSC:
By the way, this is why RSS feeds and feed aggregators were implemented. Have updates/content flow to the person, instead of the person wasting time trying to find what’s been updated on 100+ websites.

 

The shift online has colleges looking to share courses — from educationdive.com by Alia Wong
Dozens of institutions have joined consortia for exchanging online classes since the pandemic began, and new options have sprung up.

Excerpts:

Dozens of other small, private institutions followed thanks to the Council of Independent Colleges’ (CIC’s) Online Course Sharing Consortium, which was formed in late 2018 and today is the largest of the dozen or so networks on Acadeum.

CIC Online Course Sharing Consortium

 

Course recovery consortium

 

 

From DSC:
Along these lines…

Sometimes, I think we need to be very careful with Artificial Intelligence (#AI) — which elements of it and which applications of it that we use in our society and which we don’t move forward with. But in the case of cloud-based learning profiles (some might say competency profiles), AI makes sense. Algorithms could make sense. Data mining could make sense.

A cloud-based learning profile might not make sense always to us — as it could be very large indeed. But AI-based algorithms could assist with finding appropriate matches between jobs, competencies, passions, skills, and candidates.

Such services will likely be part of a next-gen learning platform.

 

[Re: online-based learning] The Ford Model T from 1910 didn’t start out looking like a Maserati Gran Turismo from 2021! [Christian]

From DSC:
Per Wikipedia, this is a 1910 Model T that was photographed in Salt Lake City:

The Ford Model T didn't start out looking like a Maserati from 2021!

 

This is what online/virtual learning looks like further down the road. Our journey has just begun.

From DSC:
The Ford Model T didn’t start out looking like a Maserati Gran Turismo from 2021! Inventions take time to develop…to be improved…for new and further innovations and experiments to take place.

Thinking of this in terms of online-based learning, please don’t think we’ve reached the end of the road for online-based learning. 

The truth is, we’ve barely begun our journey.

 


Two last thoughts here


1 ) It took *teams* of people to get us to the point of producing a Maserati like this. It will take *teams* of people to produce the Maserati of online-based learning.

2) In terms of online-based learning, it’s hard to say how close to the Maserati that we have come because I/we don’t know how far things will go. But this I do know: We have come a looooonnnnnggggg ways from the late 1990s! If that’s what happened in the last 20 years — with many denying the value of online-based learning — what might the next 5, 10, or 20 years look like when further interest, needs, investments, etc. are added? Then add to all of that the momentum from emerging technologies like 5G, Augmented Reality, Mixed Reality, Virtual Reality, Artificial Intelligence, bots, algorithms, and more!


From DSC:
To drive the point home, here’s an addendum on late 9/29/20:

Mercedes-Benz Shares Video of Avatar Electric Car Prototype

 

From DSC: What if each learner/ person/ student could have a lifelong, cloud-based “tribute” site? [Christian]


From DSC: What if each learner/person/student could have a lifelong, cloud-based “tribute” site?

What if you could hire a career coach to sift through the tributes to find common themes?


From DSC:
I recently asked friends and family to help me celebrate a significant birthday for my wife by creating a tribute for her — using a service called Tribute.co. It was a fun, meaningful, relational experience — it opened the doors to some great communications.

Check out tribute.co -- what if each learner could have a lifelong, cloud-based tribute?

Here’s a video that describes what a Tribute is (from the company of that same name).

So I put out potential suggestions for what I hoped that we could relay to my wife, and people contributed their videos. Then a person at Tribute edited the videos to come up with a highlight reel. They also presented to my wife all of the videos, not just the highlight reel.

That got me to wonder, “What if each learner had a cloud-based, lifelong tribute site that parents, guardians, grandparents, teachers, coaches, musical directors, pastors, friends, and others could leave encouraging and instructive messages on? Or when they note something that might be of use later on in terms of career selection, they could “jot it down.” For example:

  • [First-grade teacher] “I noticed Anne that when we did the art projects, you were enthralled with any sort of creative endeavor or project. We almost lost you in another world!”
  • [Family member] “Tony, I’ve noticed ____. Here’s something to consider for your future pathways. Would you be interested in exploring _____ — such as if we signed you up for some lessons in that area?”
  • [Eight grade teacher] “Eloise, I saw that your engagement level skyrocket when we studied ____, especially when you did the project on ___.”
  • [Basketball coach] “Chan, I appreciated your hard work in practice today. Keep up the good work and you will be a super player! You are fast, strong, and seem to have a competitive spirit about you. Consider making a workout chart and charting out the workouts that you do each day. Monitor your progress over time. As of today, here are some apps to do just that: ___.
  • [Pastor] “So glad Amanda that you were able to join us on our youth group visit to ___. I appreciated your end-of-the-day reflections on the experiences of the day. I also appreciated your hard work helping others.”
  • [Friend] “It was great horsing around on Garageband with you today Zach. I look forward to diving into iMovie next with you. Let’s create a movie for each other. You seem to have a very creative side to you.”
  • [High school CS Teacher] “Keep up the good work programming Jeremy! I hope that you will consider going into some type of job that uses critical thinking, mathematics, problem-solving — perhaps it will be programming, perhaps it will be engineering, or something else.”
  • [College professor/advisor] “You mentioned that you hate college to me the last two times we met. You don’t seem happy studying ___. Have you considered ____?”
  • [Tennis coach] Remember to bend those knees…get low. Keep your eyes on the seams of the ball.”

The idea behind such a service would be to offer encouragement, feedback, (if carefully put) constructive criticism, a message that “I’m on your team”…and/or…”Here’s what I see in you.”


Additional functionality/options


  • Contributors:
    • Like Twitter imposes a limit on characters, there could be options to impose a time limit on the length of a video, ability to add more than one video, and/or set a limit on how many videos someone can upload
    • If submitting a written piece, the option would be there to limit the number of characters and/or the word count.
  • From learners themselves (to their own tribute)
    • No time limit, no word count or character limit
    • Would act like a multimedia-based diary/journal of learning
    • Option to select whether might be worth re-listening to for career selection purposes.
 

Zoom, but for X: How startups are building for our new video normal  — from protocol.com by Biz Carson
Meet the startups building the next take on video.

Excerpt (emphasis DSC):

Trying to liven up the monotony of Zoom meetings, Phil Libin hung up a green towel behind his desk and started projecting images onto it, like Dr. Anthony Fauci hovering over his shoulder, just to make his team laugh. At first, it was a bit of a performance and a way to break up the monotony as Zoom fatigue set in a few months into the pandemic at the end of May. But then Libin, the former CEO of Evernote and founder of startup studio All Turtles, realized the “Weekend Update” style could be more than just a gimmick.

A bit of coding and a fantastic demo later, Libin closed a seed round of $4.5 million to launch his new company, Mmhmm. His big belief is that we’re moving to a hybrid world where things don’t fit neatly into boxes like in-person or online or live or recorded. Instead, it’s all going to be a mix.

Also see:

 

DC: You want to talk about learning ecosystems?!!? Check out the scopes included in this landscape from HolonIQ!

You want to talk about learning ecosystems?!!? Check this landscape out from HolonIQ!

Also see:

Education in 2030 -- a $10T market -- from HolonIQ.com

From DSC:
If this isn’t mind-blowing, I don’t know what is! Some serious morphing lies ahead of us!

 

Looking for something?

Use the form below to search the site:

Still not finding what you're looking for? Drop a comment on a post or contact us so we can take care of it!

© 2020 | Daniel Christian